2nd COPY, 

1898. 






/ 



LIBRARY OF CONGRESS. 

.... Copyright I 
Shel£..Od-1b 



Chap... Copyright So.. 



UNITED STATES OF AMERICA. 



MNEMONICS 



NEW THEORIES AND LAWS FOR MEMORIZING, AND 

THEIR PRACTICAL APPLICATION TO THE 

CULTIVATION OF THE MEMORY 



/ BY 

KIKUJIRO WADAMORI 

n 

AUTHOR OF " WADAMORl's THEORIES AND LAWS OF MNEMONICS," BY WHICH THE 

SYSTEM HAS BEEN INTRODUCED INTO SEVERAL UNIVERSITIES AND COLLEGES 

IN JAPAN, AND OF " THE PRACTICAL APPLICATION OF MNEMONICS 

TO THE JAPANESE CIVIL AND CRIMINAL CODE," ETC. 




PRINTED FOR THE AUTHOR 

BY 

J. B. LIPPINCOTT COMPANY, PHILADELPHIA 



^\*fc*V-» ° 



J> 



& 



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25304 



Copyright, 1898, 

BY 

Kikujiro Wadamori. 

jIVOuo. IcojitCtlVED. 




PREFACE. 



HP HE study of this system of mnemonics, established for 
economizing time and labor, gives every one of us a 
wonderful and mysterious power by which we can easily 
memorize anything if seen or heard only once, even when 
so difficult that we could never otherwise memorize it. 
What is this wonderful and mysterious power that can be 
obtained by studying this system ? From the results given 
by my many students, I can state definitely that it is, for 
instance, as follows : 

1. Memorizing about one hundred simple words seen or 
heard only once, such as "nightingale, ink, sea, nail, sun, 
book, willow, earth, fish, star, etc., etc." (Chapter I., Part II.) 

2. Memorizing about one hundred numbers seen or heard 
only once, such as " 3, 5, 9, 2, 0, 6, 8, 3, 5, 8, 9, 1,0, 4, 9, 2, 
7, 5, 6, 0, etc., etc." (Chapter I., Part III.) 

3. Memorizing about fifty letters taken in disorder, seen 
or heard only once, such as " G, H, I, W, E, Z, O, X, T, 
N, C, S, P, I, S, L, Q, W, H, B, etc., etc." (Chapter III., 
Part I., and Chapter I., Part II.) 

4. Memorizing about thirty foreign words seen or heard 
only once, such as " Yama (mountain), umi (bow), gakumon 
(study), shomotsu (book), kami (paper), te (hand), kao (face), 
hana (flower), koshikake (chair), niwa (garden), etc., etc." 
(Chapter II., Part III.) 

Is it possible for any one using only common sense to learn 

3 



4 PREFACE. 

this system of mnemonics and to apply it without any diffi- 
culty ? Yes ! he can learn it without difficulty and apply it 
as easily and effectually as I, the inventor, have succeeded in 
doing. I presume that the most of my readers stand in the 
same position that I once stood in, wondering what can be 
done to strengthen the memory and quicken the formation of 
impressions on the brain. But when they shall have under- 
stood that they have the mysterious faculty of memory, 
created within them and in their fellow-creatures as well, and 
that to facilitate the use of this mysterious power of memory 
there are certain rules especially useful and suitable which were 
formerly hidden, but which were discovered by myself, they 
will scarcely have the word " wonder" or " impossible" on 
their lips. Indeed, the study and application of mnemonics 
are by no means impossible to any one, because they are 
nothing but the process of adopting practically the mysterious 
power of memory by using several other powers in the brain. 
For this reason mnemonics can be easily applied to things 
and facts from the moment its rules and methods are under- 
stood. In this respect the application of the system may be 
different from that of other arts and sciences, which generally 
require long and tedious practice. This statement might 
appear too bold were its truth not proven by the following 
facts : 

First. I have various testimonials in my hands, given 
by those Japanese students whom I have instructed on the 
science of memory. In these testimonials they conjointly 
declare that, to their great surprise, they were able to apply the 
rules and methods of mnemonics as soon as they understood 
them. They also declare that there is nothing that cannot 
easily be memorized by this scientific method. 

Second. Even I, as the inventor of this system of mnemo- 
nics, had at first some doubt about the result of my own 



PREFACE. 5 

practical tests every time something looked difficult which I 
desired to memorize ; still, that doubt was always overcome 
by my process — that is, I was always able to memorize 
everything without any difficulty whenever I properly ap- 
plied the scientific rules and methods. That many persons 
have often been surprised at the results of my practical 
tests is simply due to my application of mnemonics. In 
short, our mysterious power of memory is capable of im- 
measurably valuable results, if the rules and methods of the 
science are properly employed. From my long experience I 
am sure that those who shall have read through this book 
will entirely confirm the statement I have made above, and 
will be able to estimate my work at its true value. 

KlKTJJIRO WaDAMORI. 
Tokio, Japan. 



CONTENTS. 



PART I. 

General Discussion. 



CHAPTEK I. 

Definition of Mnemonics and Its General Principles 
and Eules. 

SEC. PAGE 

1. Definition of Mnemonics 13 

2. Principles 14 

3. Eules 18 



CHAPTEE II. 
Memory Objects. 

1. Things and Facts or Events . 19 

2. Words 20 

A. Simple Words 20 

B. Connected Words 20 

C. Disconnected Words 21 



CHAPTEE III. 

Fundamental Processes and Methods. 

1. Transformation 23 

A. Literal Transformation 24 

B. Transformation by Identical Sound 25 

C. Transformation by Analogous Sound 25 

D. Dividing Transformation 27 

E. Eepresenting Transformation 27 

F. Composing Transformation 28 

7 



8 CONTENTS. 

SEC. PAGE 

2. Association 31 

A. Modes of Association 32 

I. Denoting Mode 32 

II. Composing Mode 37 

III. Attributing Mode 37 

IV. Imagining Mode 37 

B. Precedent Word and Subsequent "Word 38 

C. Order of the Words taken to Form an Association of Ideas 38 

D. Form of Associating Ideas 39 

3. Methods 40 

I. Registering Method 40 

II. Linking Method 40 

III. Composing Method 40 



PART II. 

General Application of Methods. 

CHAPTER I. 
Registering Method. 

1. Explanation of the Method 42 

A. Establishment of the Registering Method 42 

B. Construction of Mental Register 43 

I. Conditions Required for the Mental Register .... 43 

II. Form of the Mental Register and Its Construction 44 

III. Repetition of the Register 51 

2. Application of the Method 52 

A. Simple Words 53 

B. Connected Words 59 

C. Disconnected Words 60 

CHAPTER II. 
Linking Method. 

1. Explanation of the Method 61 

2. Application of the Method 63 

A. Simple Words . . . 63 



CONTENTS. 9 

SEC. PAGE 

B. Connected Words 64 

C. Disconnected Words 65 

I. Relation of Disconnected Words to Linking Method . 65 

II. Classes of Disconnected Words 65 

III. Examples for Memorizing Disconnected Words ... 67 

3. Linking and Registering Methods 72 

CHAPTER III. 
Composing Method. 

1. Explanation of the Method 78 

2. Application of the Method 79 

A. Simple Words 79 

B. Connected Words 80 

C. Disconnected Words 80 

3. Difference between the Linking and the Composing Methods . .. 82 

4. Difference between the Registering and the Composing Methods . 83 

5. Combined Application of the Methods 84 



PART III. 

Application of the Methods in Regard to 
Special Objects. 

CHAPTER I. 

Memorizing Numerals. 

1. Transformation of Numerals 90 

A . Transformation of the Digits 90 

B. Transformation of the Numerals in Two Order 92 

C. Transformation of the Numerals in Three Order 96 

D. Transformation of the Numerals consisting of the Same Nu- 

meral Characters in More than Two Order 102 

E. Transformation of the Numerals consisting of the Zeros in 

More than Two Order 104 

F. Transformation of the Numerals in Four or More Order . . 104 

2. Transformation of. Numerical Words denoting the Numeration . 108 

A. Transformation of Numeration into Letters 108 



10 CONTENTS. 

SEC. PAGE 

B. Origin of the Representing Characters of Numeration . . . 109 

C. Transformation of Representing Characters of Numeration 

into Adjectives 109 

D. Simple Words which Consist of Combining the Representa- 

tives of the Numerations and Those of the Numerals ... 110 

E. Transformation of Numerals denoting the Orders 113 

3. Exercise of Memorizing Numerals 116 

A. Memorizing Numerals by Registering Method . . .- . . . 117 

B. Memorizing Numerals by Linking Method 118 

C. Memorizing Numerals by Combined Application of Regis- 

tering, Linking, and Composing Methods 119 



CHAPTER II. 
Memorizing Foreign Languages. 

1. Special Rules for the Transformation 123 

2. Transformation and Association 127 

3. Analysis of Transformation and Association . . 131 

4. Application of the Several Methods to the .Foreign Languages . . 131 

CHAPTER III. 

Memorizing Sentences and Speeches. 

1. Rules 134 

2. Exercises 134 

CHAPTER IV. 
Memorizing Poetical Composition. 

1. Rules 142 

2. Exercises 142 



CHAPTER V. 

Memorizing Names (Personal). 

1, Rules 147 

2. Exercises 148 



CONTENTS. 11 



CHAPTEK VI. 



Memorizing Unfamiliar or Unknown Things and Events or 

Facts and Connection of the Names with Them, 

sec. page 

1. Kinds of Things and Events Unknown 150 

2. Special Eules for Transformation 150 

I. Bepresentation by Selection . . . 150 

II. Bepresentation by Identification 151 

III. Bepresentation by Analogy 151 

IV. Bepresentation by Position 151 

V. Bepresentation by Attributing 151 

3. Transformation of Unknown Things or Facts into Words ... 152 

A. Transformation of Unknown Persons into Words ..... 152 

I. Transformation of Unknown Persons in Whom Special 

Features Can be Found 152 

II. Transformation of Unknown Persons in Whom Special 

Features Cannot be Found 153 

B. Transformation of Unknown Birds, Quadrupeds, Insects, 

and Fish into Words 158 

C. Transformation of Unknown Grasses, Trees, Metals, Stones, 

and Tools into Words ... 159 

D. Transformation of Unknown Stars, Mountains, Bivers, 

Cities, Villages, and Islands into Words 159 

E. Transformation of Unknown Events or Facts into Words . 160 

4. Application of the Begistering Method for Memorizing Unknown 

Things and Events Transformed into Words 160 

5. Memorizing Connections of Unknown Things and Events or 

Facts with Their Names 162 

a. Bules 162 

b. Exercises .. 163 



CHAPTEB VII. 
Application of Mnemonics to the Study of Sciences. 

1. Geography 165 

2. History . . . 167 

3. Law 168 

4. Physics, Chemistry, the Medical Science, etc 169 



12 CONTENTS. 

APPENDIX. 

PAGE 

I. The Time and Method Kequired for Studying this Science . , 171 

II. The Permanence of the Memory 172 

III. Forgetfulness 173 

IV. The Benefit of Mnemonics 174 

COMMENDATOKY EXPRESSIONS 181 



MNEMONICS. 



PART I. 

GENERAL DISCUSSION. 



CHAPTER I. 

DEFINITION OF MNEMONICS AND ITS GENERAL 
PRINCIPLES AND RULES. 

§ 1. — Definition of Mnemonics. 

For convenience in the consideration of the subject of 
Memory we make a division of it into two classes, — 
" Natural or Uncultivated Memory' 7 and " Scientifically 
Cultivated Memory." The difference between these two 
gives rise to the science of " Mnemonics/' or " Mnemo- 
techny." This difference is, therefore, the main topic of this 
chapter. 

I. Natural or Uncultivated Memory is that capacity or 
ability of an individual to receive, retain, and recall impres- 
sions received from the outside through the sense organs, 
and impressions formed in the mind itself, without the aid of 
scientific methods. 

II. Scientifically Cultivated Memory is that capacity or 
ability of an individual to receive, retain, and recall impres- 
sions received from the outside through the sense organs, 
and impressions formed in the mind itself, with the aid of 
scientific methods. 

13 



14 MNEMONICS. 

It can now be readily understood that the Natural or 
Uncultivated Memory depends entirely upon the natural 
retentive power of the brain, and that the Scientifically Culti- 
vated Memory is simply the Natural Memory reinforced by 
the application of systematic and scientific methods, which 
transform and associate the various impressions by the several 
mental acts, considering, imagining, analyzing, etc. 

There is another difference between the Uncultivated and 
Cultivated Memory, depending upon the ability to recall 
impressions already received and retained. In the case of a 
Natural Memory the power to recall impressions depends 
alone upon the natural or unaided reproductive power of the 
brain, while the Cultivated Memory is dependent upon the 
natural power, reinforced and aided by attempted recollection 
of the systematic methods by which the impressions were re- 
ceived and retained, which makes it possible to recall, at 
almost the same moment, the impression itself. 

We can now arrive at a satisfactory definition of mnemo- 
nics. Mnemonics is the science which treats of the practical 
application of systematic acts and methods bearing upon the 
Cultivation of a Natural or Uncultivated Memory. 



§ 2. — Principles. 

There are nine fundamental principles to be studied in 
relation to mental acts and ideas. We shall consider them 
one by one, giving such examples as are necessary to bring 
out the meaning and use of each. 

First Principle. — The mind has naturally the power to 
construct a new impression by exchanging one impression for 
another which has some relation to the original impression, 
and also the power to recall both impressions by means of 
recalling either one of them. 



PRINCIPLES OF MNEMONICS. 15 

Example. 

The number "29" is suggested, and we wish to exchange this idea 
for another one. We may let the letter " t" represent "2" and the 
letter " n" represent "9." To combine these letters we may make use 
of the letter " i" as an auxiliary letter. Thus, "tin," forming a 
new idea. We now have two impressions, i. e., "29" and "tin," 
and the simple recollection of either one will recall the other by the 
association of ideas. 

Second Principle. — The mind has naturally the power 
to construct one or more ideas and arrange them in order as 
the links in a chain, and also the power to recall all the 
impressions by recalling any one of them. 

Example. 

We receive the two simple impressions, "book" and "snow." We 
may combine them into one complex impression, thus: "A book is 
found in the snow." When any one of these three ideas is recalled — 
two are simple ideas and one is complex — we can recall the rest by 
association of ideas. Again, we may receive these four simple im- 
pressions, "book, snow, hat, and mail." We may combine these four 
simple ideas into three complex ideas: "A book has a cover white as 
snow ;" " snow covered one's hat ;" " a hat is worn by the mail carrier." 
When one of the four simple impressions is first recalled, or when one 
of the three complex impressions is first recalled, the rest will be recalled 
by the association of ideas. 

Third Principle. — The mind has naturally the power 

to construct an idea by combining many ideas with one main 

idea (which may be chosen to suit the individual's taste), and 

also the power to recall all the impressions by first recalling 

any one of them. 

Example. 

The following six simple impressions are received, "moon, train, tiger, 
clock, mountain, and lead-pencil," and to memorize them more easily we 
may connect them into one complex idea. Now we may choose any idea 
as a main idea which will virtually stand for the whole. For example, 
we will combine these six simple ideas into the following complex idea, 



16 MNEMONICS. 

and choose as the main idea the expression " travelling by train" (or any- 
other expression may be chosen). For instance, make the complex idea 
thus : "In the moonlight the swiftly moving train frightened a large 
tiger, and as the clock struck twelve a mountain came into view, and I 
wrote its name with a lead-pencil." We have now six simple ideas and 
one complex idea, and when any one of them is recalled or when the 
main idea (travelling by train) is recalled, the rest are recalled by the 
association of ideas. 



Fourth Principle. — The mind has naturally the power 
to retain familiar ideas or impressions more firmly than novel 
or unfamiliar ones. 

Explanation. — By a familiar idea we understand that a considerable 
time has elapsed since the idea or impression was received and retained 
in the mind. It is also a natural supposition that it has not only been 
recollected several times, but that it has also been applied practically, 
and is therefore a fixed impression. 

The firmness or weakness of the memory depends entirely upon the 
degree to which an idea has been impressed upon the mind. The oftener 
we recall an idea the firmer we stamp it into the mind ; for example : 
suppose that the first recollection makes an impression the depth of which 
is represented by the tenth of an inch ; each time we recall the idea after- 
wards we increase the depth by a fraction of an inch, and it finally 
becomes a lasting impression. 

But novel ideas make less of an impression because they have not met 
with recollection or application. Hence, as novel ideas do not make as 
deep an impression on the memory as familiar ones, they cannot be ex- 
pected to be retained as long. 

Fifth Principle. — An individual has naturally the 
power to memorize a comprehended idea more easily than an 
uncomprehended one. 

Sixth Principle. — An individual has naturally the 
power to memorize connected ideas more easily than discon- 
nected ideas. 

Explanation. — These two last-mentioned principles are based upon the 
same facts. As pleasure or pain are to the senses, so are the compre- 



PRINCIPLES OF MNEMONICS. 17 

bended and uncomprehended ideas, the connected and disconnected ideas, 
to the brain in reference to the classification of ideas. 

The brain is so constructed as to more easily retain the comprehended 
ideas and connected ideas than the uncomprehended and unconnected 
ideas. When we read a book or hear a lecture, if the meaning is made 
clear by connected words and sentences we find no difficulty in remem- 
bering the whole subject without any special effort, while if the contrary 
is the case, and the words and sentences are not connected, we find it 
almost impossible to memorize the subject. 

Examples. 

1. "Daniel Defoe, the author of 'Robinson Crusoe,' was born in 
London." This complex idea is a connected idea, and undoubtedly a 
comprehended one, and can be memorized after hearing or reading it 
once. But if we interchange the words, forming a complex idea of this 
kind, i.e., "Was born, in, the author of, London, Daniel Defoe, 'Rob- 
inson Crusoe,' " we have a disconnected and uncomprehended idea which 
would be very difficult to memorize at once, as it is composed of words 
.arranged regardless of their meaning or relation to one another. 

2. " 19, 17, 15, 13, 11, 9, 7, 5, 3, 1." This row often figures is a com- 
prehended idea because they are odd numbers in sequence, placed in 
reverse order. This comprehended idea can easily be memorized after 
seeing or hearing it once. But should these figures be arranged without 
regard for their natural order, thus, " 17, 9, 15, 19, 13, 3, 7, 1, 11, 5," we 
will have an uncomprehended idea as well as a disconnected one, which 
consequently cannot be easily memorized. 

Figures and words when arranged regardless of order are 
difficult to memorize because they form ideas which, as they 
are unconnected and uncomprehended, are disagreeable to the 
sense. 

Seventh Principle. — The mind has naturally the power 
to retain more easily ideas which affect the sensibilities than 
ideas which do not affect them. 

Explanation. — We know when we meet with an extraordinary circum- 
stance it is strongly impressed on the mind because it affects the sensibil- 
ities, but an ordinary occurrence does not affect us, so we do not so readily 
remember it. Hence there are different degrees, according to the effect 
upon the sensibilities. 

2 



18 MNEMONICS. 

Eighth Principle. — The individual has naturally the 
power to memorize a simple idea more easily and firmly than 
a complex one. 

Explanation. — A simple idea makes a clearer and stronger impression 
on the mind than a complex one, and consequently is more easily retained. 

Ninth Principle. — The mind has naturally the power 
to memorize an original idea more easily and firmly than an 
acquired one. 

Explanation. — 1. An original idea is formed by the brain itself, but 
an acquired idea is formed by the impressions received into the brain 
through the senses, and is not so closely related to the individual. 

2. An original idea is generally formed by the brain as a result of 
impressions already existing in the mind, while an acquired idea is often 
made up of unfamiliar ideas. 

3. An original idea is readily formed* by the brain, but an acquired 
one is more difficult. 

The above points explain why an original idea is more 
durable than an acquired idea, and why it makes a deeper 
impression. 

§ 3. — Rules. 

From the nine fundamental principles just explained the 
following rules are deduced : 

Rule I. All acquired ideas should be exchauged for 

original ideas. (Principles 1, 2, 3, and 9.) 
Rule II. All unfamiliar ideas should be associated with 

familiar ones. (Principles 1, 2, and 4.) 
Rule III. All uncomprehended ideas should be exchanged 

for comprehended ideas. (Principles 1, 2, 3, 

and 5.) 
Rule TV. All disconnected ideas should be exchanged for 

connected ideas. (Principles 1, 2, 3, and 6.) 



MEMORY OBJECTS. 19 

Rule V. All unaffecting ideas should be exchanged as 
often as possible for affecting ideas. (Princi- 
ples 1, 2, 3, and 7.) 

Rule VI. All complex ideas should be exchanged as often 
as possible for simple ideas. (Principles 1, 2, 
3, and 6.) 



CHAPTER II. 

MEMORY OBJECTS. 

The objects of memory are various and innumerable. 
For convenience in the application of the several rules we 
classify them into several kinds. This chapter, then, deals 
with this classification, which is made according to the nature 
of the object, and is first divided into two main groups, — 
"Things and Facts or Events" and "Words." We will 
now consider the first group. 

§ 1. — Things and Facts or Events. 

"Things and facts or events" are subdivided into two 
classes, namely, " familiar things and facts or events" and 
"unfamiliar things and facts or events," which are each 
subdivided into simple and complex. 

The first subdivision, " familiar things and facts or events," 
is closely allied to the " words" which represent the " things 
and facts or events ;" that is to say, the presence of " things 
and facts or events" recalls the " words" which correspond to 
them, and the presence of the "words" recalls the things 
and events which correspond to the "words." Hence, the 
rules which apply to the one will apply to the other ; and 
since such is the case, we have not devoted any special space 



20 MNEMONICS. 

to the consideration of u familiar things and facts or events," 
as this class is covered in the discussion of " words." But 
in memorizing " unfamiliar things and facts or events" of 
which the names are unknown, the case is quite different 
from the former, and the advantage of memorizing them by 
words is not present. 

The difference between " familiar" and " unfamiliar things 
and facts or events" requires a special discussion. 

To avoid the confusion which might arise in treating the 
two classes of objects in the same place, a special place will 
be set aside in Part III. for the discussion of " unfamiliar 
things and facts or events." 

§ 2.— Words. 

Words are divided into two kinds, — familiar words and 
unfamiliar words. Again, familiar words are separated into 
three classes, namely : A, simple words ; B, connected words ; 
and C, disconnected words. Unfamiliar words have no sub- 
division, and they are, for the convenience of the application 
of the method, always treated as disconnected words in this 
Mnemonics, because most of the unfamiliar words always 
bring us disconnected words in their transformation. 

A. Simple Words. — A simple word is a single word, such as 
a noun, pronoun, verb, adjective, etc., including alphabetical 
characters and certain numbers. 

N.B.— The following ten numbers, "0, 1, 2, 3, 4, 5, 6, 7, 8, 9," and 
each of the numbers from 10 to 99, which will be explained under " The 
Transformation of Numerals" (Part III.)? and certain foreign words, 
which are also explained in the chapter on " Memorizing Foreign Lan- 
guages," are also treated as simple words. 

B. Connected Words. — Connected words are two or more 
words joined together into phrases, clauses, or sentences. 
Those words which are so connected must have such a forma- 



MEMORY OBJECTS.^\, 21 

tion that they can be committed to memory by means of one 

of the words which should represent the whole, so that when 

recalling that which was committed we shall be able to recall 

the whole by recalling the representative word described 

above. 

Example. 

1. Familiar sayings; "Open season;" "to have a bee in one's 
bonnet;" "to rain cats and dogs;" "to eat one's words;" "bells, 
bells, oh ! silver bells;" "union forever!'' "long live the queen!" "a 
rolling stone gathers no moss;" " the schoolmaster is abroad;" "beauty 
is but skin deep ;" "a burnt child dreads the fire ;" " the pen is mightier 
than the sword." 

2. Familiar names and addresses : George Washington ; Napoleon 
Bonaparte; Queen Victoria; City Hall, Broad and Market Streets, 
Philadelphia, Pennsylvania. 

3. Certain numerals which are explained in a special chapter. 

N.B. — To facilitate the application of this science, the relation of 
simple words to simple things and facts or events will be explained as 
follows : Simple things and facts or events cannot always be represented 
by simple words, therefore they must sometimes be represented by con- 
necting two or more words, as for a complex thing ; for instance : red 
rose, fountain pen, United States, or "University of Pennsylvania," 
which is represented by three connected words, and for events as follows : 
Civil War, Japan-China War. In the next chapter, on the association 
of ideas, simple words, things, and facts or events are treated equally 
under the head of "ideas." In forming an associated idea, a simple 
word or a simple thing or fact or event is used as the unit. 

If a connected word denotes only a simple object, and if 
that object is regarded as a unit in forming an association of 
ideas, a connected word performs the same function as a 
simple word. 

C. Disconnected Words. — A disconnected word is one which 
consists of two or more simple words or groups of connected 
words which have no connection with or relation to one 
another. 

Explanation. — A disconnected word differs from a connected word in 
having no relation or connection with the several simple or connected 



22 MNEMONICS. 

words which compose it, so that neither the commitment of one of them 
to memory helps to memorize the rest, nor the recollection of one of 
them helps to recall the rest. 

Examples. 

1. Disconnected words may consist either of nouns or verhs, i.e., 
"hook, tahle, flower, pen, picture, mountain, women,'' or "sleeping, 
singing, running, walking, riding." Together they form a disconnected 
word, as the examples already given, "open season," " to have a hee in 
one's honnet," "to rain cats and dogs," etc. ; these when taken singly 
are connected words, but when taken together are disconnected words. 

2. Unfamiliar names and addresses form disconnected words, i.e., 
Toyotomi Hideyoshi, No. 619 Owari Street, Nagoya, Aichi, Japan. 

3. Numerals composed of more than three figures form disconnected 
words, i e., " 4,629," " 53,052," " 915,372." 

4. All the unfamiliar foreign words which do not belong to the classes 
of simple or connected words are disconnected, i.e., " gakumon" 
(Japanese, study), " Gedachtniss" (German, memory), " soleil" (French, 
sun). 

N.B. — These words are simple words in their original language, but 
they are regarded as disconnected words in this system of mnemonics, as 
already explained. 



CHAPTER III. 

FUNDAMENTAL PROCESSES AND METHODS. 

The fundamental process of mnemonics is an act of the 
mind by which all memory objects are brought into and re- 
tained in the mind. It answers all the requirements of the 
six rules. According to the critical investigation of the 
author there are two such processes, namely : I. Transforma- 
tion ; II. Association. Although the process of Association 
was established long ago, the process of Transformation is 
entirely new, and the author may be credited with the estab- 
lishment of it. In the opinion of the author, no other 
fundamental process can be discovered besides these two. 



FUNDAMENTAL PROCESSES AND METHODS. 23 

The application separately of the two processes to all 
objects of memory is found to be impossible, because memory 
objects are so complicated and varied that in order to meet 
such cases means are sought in the latter part of this chapter 
which consist of the combined application of the two pro- 
cesses regulated by certain fixed methods. This complica- 
tion gives rise to three methods, the explanation of which 
will be given in the latter part of the chapter. 

§ 1. — Transformation. 
Transformation is the process of changing given words 
which are difficult to memorize or associate into other words 
which may be easily memorized or associated. There are six 
different ways of transforming. 

Explanation. — "We learn by experience that in memorizing some ideas 
in their original form, we find it is very difficult to retain them, — for 
instance, dates in history, botanical names, names of places, etc. The 
object of the process of transformation is to lighten the labor of memo- 
rizing these things and to enable us to easily and accurately remember 
any idea we wish by transforming the original idea into a new idea, but 
at the same time retaining certain relation to the original idea, so that 
when we recall the transformed idea we can remember the original one. 

Examples. 

1. The number twenty-nine (29) is not easy to memorize in its present 
form, but as we have already seen in the "First Principle" in Chapter 
I., we can memorize it easily by changing it to " tin." 

2. The letters " c" and " r" are memorized in a similar manner by 
using " a" for the auxiliary letter, forming the word "car." In an 
attempt to associate several ideas it often happens that some ideas are 
found that are impossible to associate into one idea. The process of 
transformation is applied to such cases. If we have two given ideas we 
change one of them or both for other closely related ideas and associate 
them, i.e., " 29" and " vase." We transform " 29" to " tin," as described 
before, and, bringing the transformed idea with a remaining given idea, 
we have " tin vase." Now "29" and " vase" can be easily remembered 
by the idea "tin vase." Therefore the transformation of ideas is a pre- 
paratory process to the association of ideas. 



24 MNEMONICS. 

A. LITERAL TRANSFORMATION. 
Literal Transformation is the process by which we facili- 
tate memorizing ideas or forming associated ideas by con- 
structing a new word out of the words required to be memo- 
rized or associated. This is done by adding to or removing 
from the word a letter or letters, or by changing one or more 
letters of the word. Hence there are three natural subdivi- 
sions of Literal Transformation, i.e., a, adding ; b, removing ; 
and c, changing, transformation. 

1. Adding 1 Transformation. 
This is the process of forming a new word by adding a 
letter or syllable or another short word to the construction 
of the original. 

Examples of Adding Transformation. 

1. let — inlet. 5. ton — tongue. 8. ear — earth. 

2. on — son. 6. kit— kitten. 9. hand — handsome. 

3. land — island. 7. sun — sunk. 10. nail — snail. 

4. wine — twine. 

2. Removing Transformation. 

This is the process of forming a new word by removing a 
letter or letters, syllable, or another short word from the 
original word. Examples may be obtained by reversing the 
process described under " Adding Transformation," i.e., inlet 
— let, etc. 

3. Changing Transformation. 

This is the process of forming a new word by changing 
a letter or letters in the original word. 

Examples of Changing Transformation. 

1. let — set. 5. wine — wind. 8. ear — car. 

2. on— ox. 6. cat — cut. 9. hill — mill. 

3. hand — land. 7. sun — sin. 10. hum — hem. 

4. ton — son. 



FUNDAMENTAL PKOCESSES AND METHODS. 25 

B. TRANSFORMATION BY IDENTICAL SOUND. 

This is the process of facilitating the association of an idea 
by exchanging the given word for another word having an 
identical sound, but a different meaning. 



Examples of Transforming by Identical Sound. 

1. rain — reign. 5. nun — none. 8. right — write. 

2. no — know. 6. son — sun. 9. beet — beat. 

3. bee — be. 7. sees — seize. 10. fir — fur. 

4. ant — aunt. 



C. TRANSFORMATION BY ANALOGOUS SOUND. 

This is the process of facilitating the association of ideas 
by exchanging a given word for another word which is 
similar in sound, but different in meaning. This process is 
similar to literal transformation, but the difference is ex- 
plained thus, — literal transformation depends upon the spell- 
ing of the words, while transformation by analogous sound 
depends upon the sound of the words, not the spelling. 

Analogous sounds are divided into two classes : Class 1, 
depending upon method of making or forming the sounds ; 
Class 2, depending upon the length of sounds. 

Examples. 

Class 1. — Depending upon Method of Forming Sounds. 

a. Letters. 

have analogous sounds, 
have analogous sounds, 
have analogous sounds, 
have analogous sounds, 
have analogous sounds. 
have analogous sounds, 
have analogous sounds. 



a, 


e, l, o, u. 


b, 


f > P, v, 


c, 


g» j, s, z, 


d, 


t, th, 


k, 


g, c > q> 


1, 


r > 



26 MNEMONICS. 

b. Words. 

pen, pin, pan, have analogous sounds, 

cup, cap, have analogous sounds. 

cod, god, have analogous sounds, 

coat, goat, have analogous sounds, 

het, bat, bit, have analogous sounds, 

sink, zinc, have analogous sounds, 

quest, guest, have analogous scunds. 



The length of the sound of a word depends upon the length 
of the vowels which compose it. As we have explained that 
there is an analogy of sound between the five vowels, there 
is not much need of further explanation, but as there is a 
great chance for confusion, we shall consider this subject for 
the purpose of showing that there is a difference, and an 
important one. 

Class 2. — Depending upon the Length of the Sound. 

a. Letters. 

a is analogous to a. 

e is analogous to e. 

a is analogous to I. 

e is analogous to 1. 

o is analogous to 6. 

6b is analogous to 6~6. 

u is analogous to u. 

b. Words. 

taste is analogous to test, 

bean is analogous to bin. 

code is analogous to cod. 

kill is analogous to keel, 

sell is analogous to sail, 

tail is analogous to tell. 



FUNDAMENTAL PROCESSES AND METHODS. 27 

D. DIVIDING TRANSFORMATION. 

Dividing transformation is the process of dividing a given 

word into two or more syllables or words for the purpose of 

associating ideas. 

Examples. 

Given word .... moonlight, railroad, incomprehensibility. 



Transformed word . moon light, rail road, in com pre hen si bility. 
island, Brookline. 

is land, Brook line. 

N.B. — 1. In this transformation the lines drawn under the syllables 
or parts of the words denote the several parts of the words to be divided. 

2. The object of this transformation is to form familiar words from 
unfamiliar or meaningless ones. But it will be noticed that there still 
remain some meaningless ones in the transformation, but these syllables 
are again transformed into words by adding letters to them, so that the 
transformation in this case is really a preparatory process for the forma- 
tion of familiar words. This method is generally applied for memorizing 
all the disconnected words. 

B. REPRESENTING TRANSFORMATION. 

Representing Transformation is the process of represent- 
ing the whole of the words to be memorized by a part of 
them or by entirely new words which have some relation to 
the original idea. 

Representing Transformation is divided into three classes, 

i.e., — 

1. Transformation by selected word. 

2. Transformation by selected letter. 

3. Transformation by selected different word. 

1. Transformation by Selected Word. 
This is the process of selecting one or more words from 
the words to be memorized to represent the whole. 

N.B. — It makes no difference what part of the words to be memorized 
is selected for representing the rest. 

Any word may be selected from the whole to suit the taste of the 
individual. 



28 MNEMONICS. 

Examples. 

a. Given words — Kingdom of Great Britain. 
Transformed word — Britain. 

b. Given words — Money is power. 
Transformed word — Money. 

c. Given words — A burnt child dreads the fire. 
Transformed word — Fire. 

2. Transformation by Selected Letter. 

This is the process of selecting one or more letters or 
characters from the words to be remembered to represent the 
rest. This process is most useful in transforming numerals. 

Examples. 
" T" is selected from two. 
" F" is selected from four. 
" S" is selected from six. 
"6" is selected from eight. 

3. Transformation by Different Word. 

This is the process of representing words to be remembered 

by selecting an entirely different word closely related to the 

original in meaning. 

Examples. 

a. Given words — The United States of America. 
Transformed word — Jonathan. 

b. Given words — A rolling stone gathers no moss. 
Transformed word — Tussor. 

c. Given words — Kikujiro Wadamori. 
Transformed word — Mnemonics. 

F. COMPOSING TRANSFORMATION. 

This is the process of composing a simple word with two 
or more letters or with two or more simple words, or of 
composing a connected word with two or more simple words. 

This transformation is divided into two classes, i.e., — 

a. Composition of a simple word. 

b. Composition of a connected word. 



FUNDAMENTAL PROCESSES AND METHODS. 29 

Examples of Class a. 

1. "o" + "x" = "ox." 4. "p" -f "in" == "pin." 

2. "co" -f "d" = "cod." 5. "ax" -f "le" = "axle." 

3. "ki" -j- "te" = "kite." 6. "con" -f " tempt" = "contempt." 

Examples of Class b. 

1. " poor " -\- " man " = " poor man." 

2. "sun" -\- "shine" = "sunshine." 

3. "travelling" -f- "in" -f- "the moonlight" = "travelling in the 
moonlight. ' ' 

4. " bird " -j- " n y m g " + " * n the sky " = "bird flying in the sky." 

THE COMBINED APPLICATION OF THE SEVERAL 
TRANSFORMATIONS, 
When we desire to transform several words we find that it 
is necessary to use all the transformations combined. It is 
important that a careful study should be made of the com- 
bined application of these six transformations, and it will be 
necessary for the study of mnemonics to practise the follow- 
ing examples until no difficulty remains in forming them. 

Examples. 

(a) The number "89," or "eighty-nine," is transformed into a new 
word by the combined application of three different transformations, 
i. e., first, the numerical words "eighty-nine" are transformed into two 
letters, " g" and " n," by means of " Transformation by Selected Letters ;" 
second, a letter, "u," is added to one of the letters by "Adding Trans- 
formation," making the new syllable "gu;" third, " gu " and "n" are 
formed into a new word, "gun," by "Composing Transformation," and 
the process of transformation is completed 

(b) The word "then" is transformed into the word "thunder" by the 
combined application of two transformations, — i.e., first, " then" is trans- 
formed into " thun" by changing transformation ; second, the syllable 
" der" is added to " thun" by adding transformation, and we have formed 
a new word, "thunder," and the process of transformation is completed. 

(c) The word "Japan" is transformed into a connected word, "jam 
pan," by the combined application of three transformations, — i.e., first, 
the word "Japan" is transformed into the syllable "Jap" and the 
word "an" by dividing transformation; second, the letter " p" of 
"Jap" is changed to "m," forming "jam" by changing transforma- 



30 



MNEMONICS. 



tion, and "an" is made into "pan" by adding transformation; third, 
the transformed words "jam" and " pan" are composed into a connected 
word, "jam pan," by composing transformation, and the transformation 
is completed. 

(d) The word "Atlantic" is transformed into three words, "bat," 
"run," "tick," by the combined application of three transformations, — 
i.e., first, the word "Atlantic" is divided into the word "at" and the 
two syllables "Ian" and "tic" by dividing transformation; second, the 
letter " b" is prefixed to the word "at," and forms the new word, "bat," 
by adding transformation; third, the syllable "Ian" is transformed into 
" run" by transformation by analogous sounds ; fourth, the syllable " tic" 
is transformed into the new word "tick" by adding transformation (the 
same as in the second step), and the transformation is completed. 

(e) The letters "h" and " w" are transformed into a connected word, 
"hardware," by the combined application of two transformations, — 
first, " h" and " w" are transformed into simple words, "hard" and 
" ware," by adding transformation ; and, second, ' hard" and " ware" are 
composed for "hardware." 

(/) The letters "1," "g," and " u" are transformed into a connected 
word, " large gun," by the combined application of the three transforma- 



tions,— -first, "1' 
"gun;" second, 



is transformed into "large" and "g" and "u" into 
'large" and "gun" are transformed into " large gun." 



Transforma- 
tion : 



I. Literal 
tion : 



Transforma- 



1. Adding Transformation. 

2. Kemoving " 

3. Changing " 



II. Transformation by Identical Sounds. 



III. Transformation by 
Analogous Sounds : 



1. Depending upon method 

of forming the sound. 

2. Depending upon the 

length of the sound. 



IV. Dividing Transformation. 

f 1. By selected word. 
Y. Representing Trans- % Bv selected letter . 
formation: | 3> By different word . 



VI. Composing Transfor- 
mation : 



1. Composition of simple 

words. 

2. Composition of con- 

nected words. 



FUNDAMENTAL PKOCESSES AND METHODS. 



31 



§ 2. — Association. 

Association is the process of forming a new complex idea 
(association of ideas) by combining two given ideas. There 
are four different methods of associating ideas. In many 
cases of associating two ideas we often find it difficult to dis- 
cover a relation between them, even if one of them or both 
of them have been already transformed as just described. 
Hence, the process of associating ideas explains the several 
modes, which are established by examining all the possible 
relations which could exist between the two words or ideas ; 
and, also, there are explained laws which facilitate the 
accurate formation of association. If this process is applied 
carefully with the process of transformation there is no 
reason why many things which are required to be memorized 
should not be remembered without difficulty. The explana- 
tion of the present subject is classified in the following table : 



Associ- 
ation : 



A. Modes 
of Asso- 
ciation : 



1. Identity. 

2. Identical sound. 

3. Analogy. 

4. Analogous sound. 

5. Contrary. 

6. Causation. 

7. Specification 

8. Accompaniment. 

9. Locality. 

10. Time. 

11. Contiguity. 

. 12. Demonstrating. 



B. Precedent and Subsequent Words. 

C. Order of the Words Taken to Form an Associa- 

tion of Ideas. 

D. Form of Associating Ideas. 



I. Denoting Mode:— 
II. Composing Mode. 

III. Attributing Mode. 

IV. Imagining Mode. 



32 MNEMONICS. 

A. MODES OF ASSOCIATION. 

The purpose of the modes of association is to form an 
association between two ideas by defining the several relations 
which exist between them. There are four modes of associa- 
tion, i.e., denoting, composing, attributing, imagining. 

I. DENOTING MODE. 

Denoting mode is to associate two ideas into a new complex 

idea by denoting a relation constantly existing between them 

or by explaining a fact about them. This mode is subdivided 

into twelve classes. 

1. Identity. 

This is to associate two ideas into a new idea by denoting 
that they are identical in every respect or some respect; 
although they differ in meaning they are identical in con- 
struction, and although different in nature they are identical 
in one or more of their shapes, characters, or uses. 

Explanation. — There are many different cases in this mode. 1. " Apple" 
is identical with " apple" in every respect, as the two words represent the 
same object. 2 "Japan" is identical with "Chrysanthemum Empire" 
in every respect but a difference of construction, for they both represent 
the same object. 3. "Kerosene oil" and "candle" are identical only in 
respect to use (lighting), and different in substance, construction, and 
meaning. 4. "Umbrella" is identical with "mushroom" in that they 
look somewhat alike, but they differ in every other respect. 

Examples for Associating these Ideas. 
1. "Apple" and "apple" are the same thing. 2. "Japan" and 
" Chrysanthemum Empire" are identical in meaning. 3. " Kerosene oil" 
and "candle" are identical in use. 4. "Umbrella" and "mushroom" 
are identical only in appearance. 

2. Identical Sound. 

The explanation and examples of " Association by Iden- 
tical Sound" are the same as those given under the " Trans- 



FUNDAMENTAL PROCESSES AND METHODS. 33 

formation by Identical Sound." The application of this 
mode is as follows : " reign" to " rain," or " know" to " no," 
are identical in sound. 

N.B. — This mode must really be included in the last; "but, as it is 
extremely useful in practice, we have especially established it as a " mode 
of association." 

3. Analogy. 

This mode is the process of associating two ideas into a 
new idea by denoting that a resemblance exists between them 
in respect to meaning or quality. 

Examples for Analogy Mode. 

1. "Forest" and "wood." 2. "Opera house" and "theatre." 3. 
" Incandescent light" and "arc light." 4. " Bad" and " wicked." 

4. Analogous Sound. 

Explanation and examples of this mode are the same as 
for " Transformation by Analogous Sound" (vide ut supra). 
The method of forming an association of ideas by this mode 
can be understood from the preceding mode. 

This mode was established for the same reason that the 
"identical sound" was established beside "identity." 

5. Contrary. 

This mode is the process of associating two ideas into a 
new idea by denoting that they are contrary or opposite in 
quality or meaning. 

Examples for Contrary Mode. 

1. " Eastern Hemisphere" and " Western Hemisphere." 2. "South 
Pole" and "North Pole." 3 "Palace" and "hut." 4. "Day" and 
" night." They are associated thus : " Day and night are just contrary." 



34 MNEMONICS. 

6. Causation. 

This mode is the process of associating two ideas into a 
new idea by denoting that they are related in cause and 
effect. 

Examples for Causation Mode. 

1. "Study" and "knowledge." 2. "Sickness" and "death." 3. 
"Sun" and "day." 4. "Cloud" and "rain." They are associated 
thus : " Study is the cause of knowledge," or, " Death is the effect of the 
sickness." 

7. Specification. 

This mode is the process of associating two ideas into a 
new idea by denoting that they are related by genus or 
species. 

Examples for Specification Mode. 

1. "Animal" and "dog." 2. " Salmon" and " fish." 3. " Flower" 
and "rose." 4. "House" and "brick house." They are associated 
thus : "Animal includes dog," or, " Salmon belongs to fish." 

8. Accompaniment. 

This mode is the process of associating two ideas into a 
new idea by denoting that one is accompanied by the other 
in use. 

Examples for Accompaniment Mode. 

1. "Scientist" and "books." 2. "Musician" and "musical instru- 
ments." 3. " Fish" and "water." 4. " Store" and "goods." In these 
cases a scientist is always accompanied by books, a musician by instru- 
ments, etc. 

9. Locality. 

This mode is the process of associating two ideas into a 
new idea by denoting that both of them are in the same 
locality, or, if one of them is a locality the other one is 
included in it. There are two cases in this mode : 

1. Two ideas having a relation to the same locality. 

2. One idea having a relation to one locality, i.e., the other idea. 



FUNDAMENTAL PROCESSES AND METHODS. 



35 




In the first illustration New York and Massachusetts are 
associated by denoting that they are both in the United States. 

Fig. 1. Fig. 2. 

England 

I Thames ] 
I RTver J 

In the second illustration we associate Thames River and 
England by denoting that the former exists in the latter. 

Examples for Locality Mode. 

1. "North America" and " United States." 2. " Washington" and 
"United States." 3. " Pyramids" and " obelisks." 4. " China" and 
" India." In these cases, North America and United States are associated 
by denoting that the latter exists in the former, and pyramids and obelisks 
are associated by denoting that they both exist in Egypt. 

10. Time. 
This mode is the process of associating two ideas into a 
new idea by denoting that both of them exist in the same 
time or season, or when one of them is a time or season the 
other exists in it. There are two classes in this mode, i.e. : 

1. Ideas which happen or exist in the same time. 

2. An idea which happens or exists in a time, — i.e., the other idea. 

Fig. 1. Fig. 2. 





In the first illustration we associate thunder and cicada 
by denoting that they both exist in the summer. In the 



36 MNEMONICS. 

other illustration we associate by denoting that ice exists in 

winter. 

Examples for Time Mode. 

1. "Snowing" and "sleighing." 2. "Spring" and "flowers." 3. 
"Night" and "sleeping." 4. " Sunday school' ' and " Sabbath school. " 
These examples are associated as follows : ' ' Snowing and sleighing both 
exist in winter;" " Flowers exist in the spring," etc. 

11. Contiguity. 

This mode is the process of associating two ideas into a 
new idea by denoting that they are approximate to each other 
in position or order. 

Explanation. — There are four classes to this mode ; i.e. : 

a. Kelating to locality. 

b. Relating to position or direction. 

c. Relating to order of existence. 

Examples for Contiguity Mode. 

a. Relating to locality. 

1. " Trance" and " Germany." 2. " Asia" and "Europe." 

b. Relating to position or direction. 

1. " Top" and " side. " 2. " North" and " East." 

c. Relating to the order of existence. 

1. "A"and"B." 2. " July" and " August." 

They are associated thus: "France and Germany are approximate," 
or, "A and B are approximate in their alphabetical positions." 

12. Demonstration. 
This mode is the process of associating two ideas into a 
new idea by showing that a positive fact or unalterable truth 
exists concerning them. 

Examples for Demonstration Mode. 

1. "Exercise" and "study." 2. "War of succession" and "rail- 
road." 3. "Sword" and "gunpowder." 4. "Sick man" and "medi- 
cine." 

They are associated thus : " Exercise is necessary for studying people," 
or, " Sword and gunpowder are used for war." 



FUNDAMENTAL PROCESSES AND METHODS. 37 

II. COMPOSING MODE. 

For the definition and examples of this mode the reader is 
referred to the article under " Composing Transformation" 
(vide ut supra) ; for instance, " o " and " x " = ox, etc. 

III. ATTRIBUTING MODE. 

This mode is the process of associating two ideas into a 

new idea by attributing (limiting or qualifying) one by the 

other. 

Examples for Attributing Mode. 

1. To associate two ideas, "scenery" and "Hudson Kiver," we form 
the new idea: "The scenery of the Hudson Kiver." 2. To associate 
the two ideas "men" and "walk" = "walking men." 3. To associate 
the ideas " hundred" and " soldiers" = " a hundred soldiers." In these 
cases the ideas " scenery," " men," and " soldiers" are limited or qualified 
by the other ideas, " Hudson Kiver," " walking," and " hundred." 

IV. IMAGINING MODE. 

This mode is the process of associating two ideas into a new 
idea by imagining certain facts in regard to them ; i.e., when 
there is no apparent relation between two ideas we may asso- 
ciate them by supposing some fact about them. It is not 
necessary that this supposition should be a probable or pos- 
sible fact, but, on the contrary, the more impossible it is the 
more easily it can be memorized, as it will make an im- 
pression as a "novel idea." For instance, to associate the 
ideas " snow" and " book" we may suppose this to be the 
case : " As I was sitting by the window reading, the snow 
came in and wet my book" 

Examples for Imagining Mode. 

1. "London" and "dragon." 2. "Himalayas" and "America." 
3. "Pacific" and "Fuji Mountain." 4. "Snow" and "desert." 
5. " Niagara" and " "Washington." 



38 MNEMONICS. 

Association. — 1. "I went to London to see a dragon." 2. "From 
the top of the Himalayas I expected to see America." 3. "Many- 
people cross the Pacific to climb Fuji Mountain." 4. "Did you ever 
see snow covering the desert?" 5. " Washington could not have crossed 
Niagara in a boat." 

B. PRECEDENT AND SUBSEQUENT WORDS. 

As two ideas or words are always associated together in 
this Mnemonics, it is convenient to give them some definite 
name, therefore we will give to the first of the two words or 
ideas the name " precedent word" and to the second the name 
" subsequent word." 

C. ORDER OF THE WORDS TAKEN TO FORM 
ASSOCIATION OF IDEAS. 

It is obvious that those things heard, seen, or considered 
must be recalled in the same order as they were memorized. 
If, therefore, in the formation of an associated idea we trans- 
pose the object in the first position to the second position we 
may be misled in the recollection by considering the object 
as originally in the second position, and our memory will 
become imperfect by erring in the order of ideas. For this 
reason the following rules have been established pertaining 
to the order of words in forming association of ideas. 

a. Proper Order of Words. 

This order is placing the precedent word first and the 
subsequent word second (in relation to one another). 

b. Exceptional Order of Words. 

This order is placing the subsequent word first and the 
precedent word second, in the reverse manner of the preced- 
ing rule. In our experience it is often impossible to use the 
proper order and form a properly associated idea ; then the 



FUNDAMENTAL PROCESSES AND METHODS. 39 

exceptional order is necessary to form a clear idea. This 
exceptional order, while it may be confusing at first, will 
with practice become very simple and useful. 

D. FORM OF ASSOCIATING IDEAS. 

There are three ways of forming association of ideas, — 
affirmative, negative, and expressive forms. 

a. Affirmative Form. 

This is the form of associating two ideas by affirming a 
fact concerning the precedent and the subsequent word. 

Examples. 

1. London is part of England. 2. The highest mountains in North 
America are the Rocky Mountains. 3. Flowers are beautiful. 4. Mne- 
monics is the best friend of students. 

N.B. — The italicized words are the ones to be associated. 

b. Negative Form. 

This is the form of associating two ideas by disaffirming a 
fact concerning the precedent and the subsequent words. 

Examples. 

1. Coral is not a plant. 2. All animals are not human beings. 3. 
Human beings cannot fly. 4. War is not pleasure. 

c. Expressive Form. 

This is the form of associating two ideas by expressing 
some fact concerning them without affirmation or negation. 

Examples. 

1. A large garden. 2. Writing a letter in the moonlight. 3. The 
beauty of flowers. 4. Excellent scenery. 

N.B. — As it has been proven by the author that affirmative ideas make 
firmer impressions than negative or expressive ideas, it is better for the 
reader to use affirmative forms as much as possible. 



40 MNEMONICS. 

§ 3.— Methods. 

These methods consist of combining the application of the 
two fundamental processes (i. e., transformation and associa- 
tion) practically and systematically to the many cases fulfill- 
ing the requirements of the six rules. There are three 
methods in this system of mnemonics. 

It is believed that the relation between the fundamental 
processes and methods of mnemonics is identical with the 
relation of addition, subtraction, multiplication, and division 
to the methods in arithmetic. If one of the four funda- 
mental processes is disregarded in the methods of arithmetic, 
no doubt the use of arithmetic loses a great deal of its im- 
portance. And the same is true in mnemonics. 

We have established three methods for the combined appli- 
cation of the two fundamental processes, as follows : regis- 
tering, linking, and composing methods. 

1. Registering Method, which consists of registering 
new ideas by associating with familiar ideas already memor- 
ized (from Rules I., II., and V.). 

II. Linking Method, which consists of linking several 
new ideas together in order or sequence. (Rules I., III., 
IV., and V.) 

III. Composing Method, which consists of composing 
or forming many ideas into one main idea. (Rules I., III., 
IV., and Y.) 

N.B. — 1. These methods are more fully explained in Part II. 

2. In the application of the registering method the words already 
memorized or registered are the precedent words, and the new words 
which are to he memorized are the subsequent. In the application of the 
linking and composing methods the first word to be memorized is the 
precedent word and tbe rest are the subsequent words in the first associa- 
tion, and in the second association the second word to be memorized is the 
precedent word and the third the subsequent word. 



FUNDAMENTAL PEOCESSES AND METHODS. 41 

3. It must be remembered that all words are associated in pairs in the 
system of mnemonics, thus making it necessary, if there are more than 
two ideas, to make several associations. 

4. In the application of the registering method, associations must be 
formed for every word to be memorized, so if there are ten simple words, 
ten associations must be found. In the linking and composing methods 
the association will be less by one than the words to be memorized ; if 
there are ten simple words to be memorized, nine associations will be 
required. In regard to the relation between the number of associations 
and the number of ideas to be memorized, the connected word is the same 
as the simple in every respect ; and disconnected words transformed into 
connected and simple words are just the same individually as a connected 
or simple word. 



PART II. 
GENERAL APPLICATION OF METHODS. 



CHAPTER I. 

REGISTERING METHOD. 

§ 1. — Explanation of the Method. 

The registering method, as already explained, is the method 
of recording memory objects into the " mental register" by 
means of a " mental pen" which represents the several men- 
tal acts. We will first consider the reason for the establish- 
ment of this method and then take up the construction of 
the " mental register." 

A. ESTABLISHMENT OP REGISTERING METHOD. 

The memory objects of which impressions are received 
into the brain through the senses, and the thoughts and 
imaginations formed in the brain itself, are numberless. 

As many people do not know how to memorize, and 
depend upon recording such objects as are to be memorized 
upon paper, which may become lost or destroyed, and as this 
is in many other ways a very unsatisfactory method, it can 
be seen that any method which will develop that power 
which every animal has (i.e., natural memory) will aid us 
in acquiring a much more satisfactory and infinitely more 
reliable method of retaining impressions. Consequently the 
author has spent a great deal of time in the consideration of 
42 



REGISTERING METHOD. 43 

the construction of what he calls a mental register, in contra- 
distinction to a material register (such as paper and books), 
and the method of registering is called " registering method." 
This registering method is to associate with the " mental 
register" every external and internal impression that may be 
required to be memorized by acts of the several mental 
powers, — imagination, consideration, and judgment, — which 
are collectively called the " mental pen." Hence there are 
three important factors in this registering method, i.e., 
" mental register," " mental pen," and " mental registration." 

1. The Mental Register is the knowledge or experience 
of every individual, i.e., it is all the things, facts, and words 
arranged in regular order in our brain. 

2. The Mental Pen, as already described, is the mental 
actions, — imagining, considering, and judging, etc. 

3. The Mental Registration is to form an association of 
ideas by means of the " mental pen" between the " mental 
register" and the objects to be memorized, according to the 
rules of transformation and association. 



B. CONSTRUCTION OP MENTAL REGISTER. 

I. CONDITIONS REQUIRED FOR THE MENTAL 
REGISTER. 

In a material register, consider the thickness of the paper, 
its quality, and size ; if the paper is thick and hard, it may 
be preserved for a long time ; if it is of good quality, the 
same is true, and if it is of large size, many things can easily 
be recorded on it. If the register is well arranged, one can 
easily examine it and search for any required entry. 

This is all true of the mental register. As already stated, 
recording in the mental register with the mental pen is to 
associate the objects required to be memorized with the 



44 MNEMONICS. 

mental register. Hence the objects or words composing the 
mental register must be of such a character that the mental 
pen is able to act upon it quickly and easily. Therefore if 
each object or word used as a mental register is comprehen- 
sive enough in meaning, it is not difficult to form with them 
any thought or imagination, and, also, it is not difficult to 
form an association of ideas. And if the objects or words 
forming the mental register be those that are easily remem- 
bered and are arranged in regular order, so that no two 
words are alike in the same register, the associations formed 
are most clearly and firmly impressed, and consequently can 
be preserved a longer time. Again, if the objects or words 
composing the register are uniformly arranged and sub- 
divided, it is very easy to recollect the order of association 
formed, just as a register furnished with an index and 
arranged with all the recorded matter classified is easy of 
access. 

If we neglect one of the above conditions we will not have 
a perfect register. Hence a perfect mental register consists 
of three factors : 

1. Words or objects widely applicable in meaning. 

2. Words or objects that are clearly remembered and have 
a regular arrangement and there is no repetition. 

3. Words or objects that have fixed number and arrange- 
ment. 

II. FORM OF MENTAL REGISTER AND ITS 
CONSTRUCTION. 

(A.) PROPER REGISTER. 

A proper register is one which contains all the conditions 
necessary to form a perfect register. 

We will now consider the objects or words necessary to 
form a proper register. 



REGISTERING METHOD. 45 

a. Matter or Things. 

Such facts as action, intercourse, war, walking, etc., or 
such things as county, country, city, house, mountain, river, 
glass, tree, bird, beast, insect, fish, etc., may have the first 
condition, but not the second and the third, and thus are 
insufficient to be a proper register. 

b. Signs of Matters and Things. 

In the signs of matters and things, that is, word and letter, 
there are three kinds. Some may be proper registers and 
some may not. These are words, letters, and numbers. 

1. "Words. 

Some nouns, adjectives, verbs, and adverbs are susceptible 
of several meanings, and therefore comprehensive enough to 
satisfy the first condition of a proper register. An article, 
a pronoun, a conjunction, a demonstrative adjective, a prepo- 
sition, and an interjection are generally poor in meaning, but 
they can be easily transformed into the former kinds of words 
by means of the several transformations. All these words, 
therefore, are good in the first condition, and consequently 
every sentence is good as it consists of these words. But 
almost all English sentences make a repeated use of articles 
and prepositions, and therefore there are few sentences which 
will satisfy the second condition except some short maxims 
and phrases to which every English ear is accustomed. But 
they have no special arrangement, therefore there can be no 
perfect register of words in the English language. Some 
part of a sentence may satisfy the second condition as follows : 
thus, — 

1. "They tell us, sir, that we are weak, — unable to cope with so 
formidable an adversary." 



46 MNEMONICS. 

2. " But, alas ! you are not all here. Time and the sword have thinned, 
your ranks. ' ' 

3. " 'Tis some visitor," I muttered, "tapping at my chamber door, 

Only this and nothing more." 

But if every syllable and word in a poem of insufficient 
meaning, used as a proper register, be transformed into a 
word which has a sufficient meaning by several transforma- 
tions, they will all be adopted as the proper register; for 

example — 

Given Words. 

11 Bring the good old bugle, boys ! we will sing another song, 
Sing it with a spirit that will start the world along ; 
Sing it as we used to sing it, fifty thousand strong, 
While we were marching through Georgia. ' ' 

Transformed Words. 

Bring theatre good old bugle, boys ! wedding will sing ancient athlete err son, 
Singe itch wither ape spire pit thatch willow start theft world arm long ; 

Sink Italian ass web used tong zinc kit fife type thought sand strong, 
Wild weed war march inn throw georgic giant. 

Explanation of the Transformation. 

1. " Oth," the second syllable of the word "another," was first trans- 
formed into a syllable, " ath," by the transformation by analogous sound ; 
secondly, into a word, " athlete." 

2. "Sing," first word in third line, was transformed into "sink" by 
the changing transformation. 

3. "While" was transformed into "wild," removing the letters "h" 
and " e" forming it by the removing transformation, and adding the 
letter " d " to it by the adding transformation. 

4. "Were," "ing," and "through" were transformed into "war," 
"inn," and " throw" by the transformation by analogous sound. 

5. ' ' All the transformed words besides were transformed by the adding 
transformation. 

We now have a large proper register consisting of a poem 
transformed. This register has forty words and four lines ; 
each line from the first to the third has thirteen words and 



EEGISTERING METHOD. 47 

the last line eight. It is sure that twenty or thirty songs at 
least are known by everybody throughout the country. 
Therefore, if they adopt transformed songs as the register, a 
great many proper registers will be easily prepared for them. 

2. Letters. 

The alphabet is too simple to satisfy the first condition, 
but for satisfying the second and third conditions its letters 
are the best examples. If, therefore, we transformed them as 
in the preceding example of the poem, they form a most per- 
fect register. For instance, " A " may be transformed into 
"ale," "B" into " bee," "C" into "cat/' "D" into "day," 
etc. Hence we have a perfect register numbering twenty-six 
words, as follows : 



A — ale. 


J— jar. 


S — sun. 


B— bee. 


K— kite. 


T-toy. 


C— cat. 


L — lamb. 


II — uncle. 


D— day. 


M — moon. 


Y — valley 


E— egg. 


N — nuts. 


W — wax. 


F-fly. 


0— ox. 


X — xebec. 


G — gun. 


P— pin. 


Y — yard. 


H — horse. 


Q — quail. 


Z^-zinc. 


I — ice. 


R — rain. 





If we want a larger register, we may omit the vowels 
from the alphabet, and by connecting them to each of the 
twenty-one consonants we will get a register numbering one 
hundred and five, as follows : 

B — ba, bat ; be, beggar ; bi, bite ; bo, bone ; bu, bull. 

C— ca, cat ; ce, ceiling ; ci, cider ; co, comb ; cu, cucumber. 

D— da, day; de, den; di, dike; do, dog; du, dummy. 

F — fa, face ; fe, fence ; fi, fight ; fo, fox ; fu, fur. 

Q— ga, gamble; ge, gentlemen; gi, giant; go, goat; gu, gun. 

H — ha, ham ; he, hem ; hi, hill ; ho, honey ; hu, human. 

J— ja, jar ; je, jelly ; ji, Jill ; jo, joy ; ju, just. 

K — ka, kangaroo; ke, keel; ki, kite; ko, Koran; ku, kummel. 



48 MNEMONICS. 

L — la, lard ; le, leg ; li, life ; lo, love ; lu, lump. 
M — ma, man ; me, means ; mi, mine ; mo, moon ; mu, much. 
N — na, name ; ne, net ; ni, night ; no, noise ; nu, number. 
P — pa, pan ; pe, pen ; pi, pin ; po, pond ; pu, pupil. 
Q— qua, quail; que, question; qui, quill; quo, quorum; quu, quota. 
K — ra, rat; re, remain; ri, ring; ro, roof; ru, ruin. 
S — sa, sale ; se, seal ; si, sigh ; so, song ; su, sun. 
T — ta, tail ; te, teeth ; ti, tide ; to, tomb ; tu, tube. 
V — va, vase; ve, velvet; vi, victim; vo, voyage; vu, vulture. 
W — wa, wax; we, wedding; wi, wife; wo, wolf; wu, woman. 
X — exa, example; exe, exempt; exi, exist; exo, exonerate; exu, 
exult. 

Y — ya, yarn ; ye, yellow ; yi, yield ; yo, yoke ; yu, yule. 
Z — za, zambo ; ze, zeal ; zi, zinc ; zo, zone ; zu, zuche. 

There are two cases where no word can be applied ; these 
are " quu," " wu." In these cases the preceding vowels will 
be again applied; that is, instead of "quu" we use "quo, 
quota," instead of " wu" we use " wo, woman," and so on. 
"Q" must always be used in connection with " u." "X" 
will be used with " e " preceding it, as in " example." For 
convenience "X" and a Z" can be taken away from the 
register of consonants because they are very difficult to con- 
nect with some vowels, and then nineteen consonants w r ill 
remain as the register. Besides these, if we adopt " ch, sh, 
th, and kn," etc., as consonants, the register will be enlarged. 
They will follow " Z" in alphabetical order as follows : 

Ch — cha, charm; che, chest; chi, child; cho, choke; chu, church. 
Ph — pha, pharmacy ; phe, pheasant ; phi, philanthropy ; pho, photo- 
graph ; phu, phonograph.* 

Kn — kna, knapsack ; kne. knell ; kni, knife ; kno, knowledge ; knu, 
knuckle. 

Th — tha, thanks; the, theme; thi, thief; tho, thought; thu, thunder. 

Wr — wra, wrap ; wre, wreck ; wri, wrinkle ; wro, wrong ; wru, wrung. 

* Vide supra. This combination cannot be used, so we use preceding 
vowel again. 



REGISTERING METHOD. 49 

If we want a still larger register, connect the vowels before 
.each consonant as follows : 

B — ab, absent ; eb, ebb ; ib, ibex ; ob, obstacle ; ub, ubiquity. 

C — ac, account ; ec, ecclesiastic ; ic, icicle ; oc, occasion ; uc, ocean,* 
etc. 

N.B. — "Ch, ph, kn, th, wr, st, and stv" cannot be adopted as conso- 
nants in the present case because we are unable to connect the preceding 
vowels with them. In the above examples there are sixteen cases where 
no word can be formed unless the vowel be changed. 

These again make a register numbering one hundred and 
five words, and if used in connection with the preceding one, 
we will have a register numbering two hundred and ten 
words. 

3. Numerals. 

Numerals equally with the alphabet have not a compre- 
hensive meaning in their original state, and thus are deficient 
in the first condition. But for the second and third condi- 
tions there is no better register than these. It is not im- 
possible to make them satisfy the first condition, as in the 
case of the alphabet. As the method to do so is very con- 
fusing, we will consider it under a different part,— that is, 
the chapter for memorizing numerals. 

(B.) COMMON REGISTER. 

The common register is one that satisfies one or two of the 
conditions required for the proper register. Thus, matters 
and words that can be adapted as the common register are 
very numerous. It may properly be said that all the objects 
and words in one's memory are included in this class. 



* Vide supra. This combination cannot be used, so we use preceding 
vowel again. 

4 



50 MNEMONICS. 

a. Matters and Things. 

1. Actual Facts. — For instance, all the important events 
experienced by one's self formerly or during the last year, or 
during the time from the first day of this year up to the pre- 
sent day, or acts and events during a day, — that is, things 
done or met with during the time from the getting up to the 
nightly repose, or those facts heard or seen in the theatre or 
at some other entertainment. If those facts are remembered 
in right order, they can well serve for a common register. 

2. Actual Things. — All the parts of one's body or of 
one's house or well-known places, that is, village, county, 
state, country to which they belong. These things will serve 
for the common register. (Mnemonics as commonly taught 
is of this nature.) But in the present case there is not any 
necessity for adopting these facts and things as a common 
register, for it is far more convenient to adapt the word repre- 
senting them than the things and facts themselves. 

b. "Words. 

1. All the words representing the actual facts and things 
described in the preceding are common register. 

2. A man's address — for instance, "Mr. James Washington, 
No. 9 Canal Street, Ithaca City, Cayuga County, New York 
State" — makes a common register numbering fourteen words. 

3. Famous maxims, proverbs, and phrases to which ears 
are accustomed. 

(C.) DIFFERENCE BETWEEN THE USE OF THE 
PROPER REGISTER AND THE COMMON REG- 
ISTER. 
1. The proper register is the most useful for memorizing 

numerous objects which are divided into several classes. 



REGISTERING METHOD. 51 

The common register is best adapted to matters small in 
number and without classification. 

2. By means of the proper register we can instantly 
recollect the order or position of each object memorized as it 
is required, but memory by the common register makes it 
very hard to do so. 

3. Until one is well trained in the formation of associa- 
tions it is better to use the proper register, and the common 
register may be adopted after his training has been well 
developed. 

4. The- association formed by the proper register is clear 
and certain, while that by the common register may be con- 
fused and uncertain ; but this difficulty can be avoided after 
the training has been improved. 

5. A new common register can be made at any time as it 
is wanted, but the proper register cannot be easily made, and 
therefore it is necessary to prepare it beforehand. 

6. In view of the adaptation of the registering method to 
daily business and scientific study there is not much difference 
between the two kinds of register.- To the students who 
want to memorize large books, it may sometimes be more 
convenient to use a number of the common registers at one 
time. 

III. REPETITION OP THE REGISTER. 
.The mental register, either proper or common, may be 
used repeatedly without any disadvantage. For instance, 
when one wants to associate twenty ideas to this register, 
"there are many rare abilities in the world that fortune 
never brings to light." Although each object is associated 
with each word there still remain six objects to be associated. 
In this case one can again use the same register and associate 
the remaining objects with the first six words in the same 
register. It is better, however, not to repeat a register for 



52 



MNEMONICS. 



the same mass of matter. If it is adopted for a different mass 
of matter at a different time there is no confusion or uncer- 
tainty in the formation of the associations, no matter how 
many times it may be repeated. So far the mental register is 
superior to the actual register, for the actual register cannot be 
used more than once ; if it is used again the first and second 
records, cannot be clearly distinguished ; and, again, the 
mental register lasts as long as the brain, for nothing but 
some terrible disease or death can destroy it, however often it 
may be used. 



Mental 
Keqister: 



II. 



Mental 
Eescister : 



a. Proper 
register 



1. Words. 

2. Transformed letters. 

3. Transformed numbers. 



Mental 

Pen: 



b. Common 
register : 



a. Consideration 

b. Imagination. 

c. Judgment. 



III. Mental 



Actual 
matter : 

Signs of 
matter 






Pacts. 
Things. 



Words. 



-D • . J Forming association of ideas according to 

, . & I the several rules, 

tion : 



§ 2. — Application of the Method. 

This exercise is to enable us to associate the matters to 
be memorized into the register in the right order; that is, 
first object with the first word in the register, second with 
the second, and so on. The objects and register should be 
examined first according to the rules relating to association 
and transformation when an association is to be formed be- 
tween them. 



REGISTERING METHOD. 



53 





A. SIMPLE WORDS. 




Example 1. 






I. Proper Register. 




Alphabet. 




1, B, c, r>, E, 


F, G, H, I, J, K, L, M, 
V, W, X, Y, Z. 


N, 0, P, Q, R, S, T, U, 




TRANSFORMED WORDS. 


1. Ape. 


10. Journey. 


19. Senator. 


2. Bee. 


11. Kitten. 


20. Tin. 


3. Ceiling. 


12. Lily. 


21. Uncle. 


4. Deer. 


13. Man. 


22. Vehicle. 


5. Eagle. 


14. Northern. 


23. Waterloo. 


6. Fire. 


15. Old. 


24. Export. 


7. Georgia. 


16. Pupil. 


25. Yellow. 


8. Head. 


17. Quail. 


26. Zinc. 


9. Ice. 


18. Kestless. 






II. Words to be Memorized. 


1. Minister. 


10. Japan. 


19. Assemble. 


2. Doctor. 


11. Cry. 


20. He. 


3. Leaves. 


12. Beautiful. 


21. Sing. 


4. Bear. 


13. Prowess. 


22. Disease. 


5. Tree. 


14. Indian Ocean. 


23. Napoleon. 


6. Country. 


15. Children. 


24. Hong Kong. 


7. America. 


16. Foreign language. 


25. Soup. 


8. Helmet. 


17. Yes. 


26. Brooklyn Bridge. 


9. Fish. 


18. And 





III. Registration. 

1. Apes are disliked by the minister. 

2. The bee stung the doctor. 

3. The ceiling is ornamented with a design of leaves. 

4. The deer is not as strong as a bear. 

5. An eagle dwells in the branch of a large tree. 

6. Large fires are rare in the country. 

7. Georgia is in North America. 

8. The head is protected by a helmet. 

9. Iced fish. 

10. A journey to Japan. 

11. The kitten cries. 

12. The lily is beautiful. 

13. A man must have prowess. 



54 



MNEMONICS. 



14. The Northern Sea and Indian Ocean have different climates. 

15. The old man is very kind to children. 

16. The pupil learns a foreign language. 

17. 1 shot a quail yesterday. 

18. The restless ants. 

19. The senators assembled to-day. 

20. Tin melts in the heat. 

21. My uncle sings. 

22. A vehicle to convey diseased people. 

23. Waterloo was a hard blow to Napoleon. 

24. The export from iTow^ Kong. 

25. Yellow- colored somjo. 

20. I picked a piece of zinc on the Brooklyn Bridge. 



IV. Analysis of Kegistered Ideas. 





Association. 


Transformation. 


No. of Ideas. 


Mode. 


Order. 


Form. 


Precedent 
word. 


Subsequent 
word. 


1 '. 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 

20 

21 

22 

23 

24 

25 

26 


Imagining. 

Attributing. 

Imagining. 

Denoting. 

Denoting. 

Denoting. 

Denoting. 

Attributing. 

Composing. 

Attributing. 

Imagining. 

Denoting. 

Denoting. 

Denoting. 

Denoting. 

Imagining. 

Imagining. 

Attributing. 

Imagining. 

Denoting. 

Imagining. 

Attributing. 

Denoting. 

Attributing. 

Attributing. 

Imagining. 


Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 


Affirmative. 

Expressive. 

Affirmative. 

Negative. 

Affirmative. 

Affirmative. 

Affirmative. 

Expressive. 

Expressive. 

Expressive. 

Affirmative. 

Affirmative. 

Expressive. 

Affirmative. 

Affirmative. 

Affirmative. 

Affirmative. 

Expressive. 

Affirmative. 

Affirmative. 

Affirmative. 

Expressive. 

Affirmative. 

Expressive. 

Expressive. 

Affirmative. 


Adding. 
Adding. 
Adding. 
Adding. 
Adding. 
Adding. 
Adding. 
Adding. 
Adding. 
Adding. 
Adding. 
Adding. 
Adding. 
Adding. 
Adding. 
Adding. 
Adding. 
Adding. 
Adding. 
Adding. 
Adding. 
Adding. 
Adding. 
Adding. 
Adding. 
Adding. 


None. 

None. 

None. 

None. 

None. 

None. 

Composing. 

None. 

None. 

None. 

None. 

None. 

None. 

None. 

None. 

None. 

Adding. 

Changing. 

None. 

None. 

None. 

None. 

None. 

None. 

Composing. 

None. 



REGISTERING METHOD. 55 



V. Explanation of the Applications of the Table. 

1. "A" is transformed into "ape" by adding transformation. The 
precedent word " ape" and the subsequent word " minister" are associated 
by imagining that "apes are disliked by the minister." This association 
is made by taking the words in j roper order and affirming a fact. 

2. "B" is transformed into the "bee" by adding transformation. 
The precedent word is associated with the subsequent word "doctor" by 
expressing a truth, " The bee stung the doctor." This association makes 
use of the words in their proper order and expresses a truth. 

3. " C" is transformed into "ceiling" by adding transformation. 
The precedent word "ceiling" and the subsequent word "leaves" are as- 
sociated by imagining that " the ceiling is ornamented with a design of 
leaves." This association makes use of words in proper order and affirms 
a fact. 

4. "D" is transformed into "deer" by adding transformation. The 
precedent word "deer" and the subsequent word "bear" are associated 
by denoting a truth, " that the deer is not as strong as a bear. " This asso- 
ciation takes the words in their proper order and negatives the truth. 

5. "E" is transformed into "eagle" by adding transformation. The 
subsequent word "tree" is transformed into "large tree" by composing 
transformation. The precedent " eagle" and the subsequent words " large 
tree" are associated by explaining a truth that "an eagle dwells in the 
branches of a large tree. " This association takes the words in their proper 
order and affirms the truth. 

6. "E" is transformed into "fire" by adding transformation, and 
again into "large fire" by composing transformation. The precedent 
"large fire" is associated with the subsequent "country" by explaining 
the truth that "large fires are rare in the country." This association 
takes the words in their proper order and affirms a truth. 

N.B. — We believe that these explanations will make the table clear to 
all. 



56 



MNEMONICS. 







Example 2. 










I. Proper Begister. 






1. 


Ba. 


6. Ca. 


11. 


Da. 


2. 


Be. 


7. Ce. 


12. 


De. 


3. 


Bi. 


8 Ci. 


13. 


Di. 


4. 


Bo. 


9. Co. 


14. 


Do. 


5. 


Bu. 


10. Cu. 


15. 


Du. 



II. Words Kequired to be Memorized. 



1. Minister. 


6. Country. 


11. 


Cries. 


2. Doctor. 


7. America. 


12. 


Beautiful. 


3. Leaves. 


8. Helmet. 


13. 


Prowess. 


4. Bear. 


9. Fish. 


14. 


Indian Ocean. 


5. Tree. 


10. Japan. 


15. 


Children. 



III. Begistration. 



1. (Ba — minister) 

2. (Be— doctor) 

3. (Bi— leaves) 

4. (Bo — bear) 

5. (Bu — tree) 

6. (Ca — country) 

7. (Ce — America) 

8. (Ci— helmet) 

9. (Co— fish) 

10. (Cu — Japan) 

11. (Da — cries) 

12 (De— beautiful) 

13. (Di — prowess) 

14. (Do— Indian Ocean) 

15. (Du— children) 



The baby of the minister. 

The best doctor. 

A man bid for some leaves. 

The bones of a bear. 

A bushy branch of a tree. 

A cat ran to the country. 

Central America. 

A circus exhibited an ancient helmet. 

Cod belongs to the^-vA family. 

Customs of Japan. 

The daughter cries. 

Deer's fur is beautiful. 

A man of dignity has prowess. 

A dock on the shore of the Indian Ocean. 

Dutch children. 



REGISTERING METHOD. 



57 



IV. Analysis of Registered Ideas. 



No. of Ideas. 



Association. 



Mode. 


Order. 


Attributing. 


Proper. 


Attributing. 


Proper. 


Imagining. 


Proper. 


Attributing. 


Proper. 


Attributing. 


Proper. 


Imagining. 


Proper. 


Attributing. 


Proper. 


Imagining. 


Proper. 


Denoting. 


Proper. 


Attributing. 


Proper. 


Imagining. 


Proper. 


Denoting. 


Proper. 


Imagining. 


Proper. 


Attributing. 


Proper. 


Attributing. 


Proper. 



Form. 



Transformation. 



Precedent 
word. 



Subsequent 
word. 



1 
2 
3 
4 
5 

6 
7 
8 
9 
10 
11 
12 

13 

14 

15 



Expressive. 
Expressive. 
Affirmative. 
Expressive. 
Expressive. 

Affirmative. 
Expressive. 
Affirmative. 
Affirmative. 
Expressive. 
Affirmative. 
Affirmative. 

Affirmative. 

Expressive. 
Expressive. 



Adding. 
Adding. 
Adding. 
Adding. 
Adding and 

composing. 
Adding. 
Adding. 
Adding. 
Adding. 
Adding. 
Adding. 
Adding and 

composing. 
Adding and 

composing. 
Adding. 
Adding. 



None. 
None. 
None. 
None. 
None. 

None. 

None. 

Composing. 

None. 

None. 

None. 

None. 

None. 

None. 
None. 



Example 3. 
I. Proper Register. 



1. Ab. 


6. Ac. 


11. Ad. 


2. Eb. 


7. Ec. 


12. Ed. 


3. lb. 


8. Ic. 


13. Id. 


4. Ob. 


9. Oc. 


14. Od. 


5. Ub 


10. Uc. 


15. Ud. 



II. Words Required to be Memorized. 



1 . Foreign language. 

2. Yes. 
3 And. 

4. Assemble. 

5. Be. 



6. Sing. 

7. Disease. 

8. Napoleon. 

9. Hong Kong. 
10. Soap. 



11. Brooklyn Bridge 

12. Minister. 

13. Doctor. 

14. Leaves. 

15. Tree. 



58 



MNEMONICS. 



III. Kegistration. 



1. (Ab— foreign language) 

2. (Eb— yes) 

3. (Ib-and) 

4 (Ob — assemble) 

5 (Ub— hero) 

6. (Ac — sing) 

7. (Ec — disease) 

8. (Ic — Napoleon) 

9. (Oc— Hong Kong) 

10. (Uc — soap) 

11. (Ad — Brooklyn Bridge) 

12. (Ed— minister) 

13. (Id— doctor) 

14. (Od — leaves) 

15. (Ud— tree) 



Able to speak a foreign language. 

I bought some ebony yesterday. 

The ibis is not found in this land. 

The object of an assembly. 

Ubiquity of God is believed by a hero. 

Academy of singing. 

An economist contracted a disease. 

Ice was the strongest enemy of Napoleon. 

I expect an occasion to go to Hong Kong. 

I know a man in occupation of soap making. 

Admirable Brooklyn Bridge. 

An educated minister. 

An idle doctor. 

The odious smell of leaves. 

A udometer hanging under the tree. 



IV. Analysis of the Kegistered Ideas. 



No. of Ideas. 



1 

2 
3 
4 
5 

6 
7 
8 
9 
10 
11 
12 
13 
14 

15 



Association. 



Mode. 


Order. 


Imagining. 


Proper. 


Imagining. 


Proper. 


Denoting. 


Proper. 


Attributing. 


Proper. 


Denoting. 


Proper. 


Attributing. 


Proper. 


Imagining. 


Proper. 


Denoting. 


Proper. 


Imagining. 


Proper. 


Imagining. 


Proper. 


Attributing. 


Proper. 


Attributing. 


Proper. 


Attributing. 


Proper. 


Attributing. 


Proper. 


Attributing. 


Proper. 



Form. 



Affirmative. 

Affirmative. 
Negative. 
Expressive. 
Affirmative. 

Expressive. 
Affirmative. 
Affirmative. 
Affirmative. 
Affirmative. 
Expressive. 
Expressive. 
Expressive. 
Expressive. 

Expressive. 



Transformation. 



Precedent Subsequent 
word. word. 



Adding and 
composing. 

Adding. 

Adding. 

Adding. 

Adding and 
composing. 

Adding. 

Adding. 

Adding. 

Adding. 

Adding. 

Adding. 

Adding. 

Adding. 

Adding and 
composing. 

Adding. 



None. 

Adding. 
Adding. 
Changing. 
Adding. 

None. 
None. 
None. 
None. 
None. 
None. 
None. 
None. 
None. 

Composing. 



REGISTERING METHOD. 59 

B. CONNECTED WORDS. 
I. Register (Common). 

(1) There (2) are (3) many (4) rare (5) abilities (6) in (7) the (8) world 
(9) that (10) fortune (11) never (12) brings (13) to (14) light. 

II. Words to be Associated. 

1. George Washington. 

2. The pen is mightier than the sword. 

3. A rolling stone gathers no moss. 

4. Bring back my bonnie to me. 

5. Napoleon Bonaparte. 

6. Time is money. 

7. Lord Mansfield. 

8. Union forever. 

9. Oxford University. 

10. Benjamin Franklin. 

11. A burnt child dreads the fire. 

12. Into how many parts is the Wadamorian Mnemonics divided? 

13. When first I came to Yale. 

14. To save a father is a child's chief honor. 

III. Registration. 

1. "There'' and " George Washington" — A theatre was on Washington 

Street. 

2. "Are" and "Pen is mightier than the sword" — To make a pen is a 

useful art. 

3. " Money" and " A rolling stone gathers no moss" — Money rolls on the 

bank's desk like stones in the road. 

4. "Care" and "Bring back my bonnie to me" — Care must be taken 

for one's bonnie. 

5. "Abilities" and " Napoleon Bonaparte" — The ability of Napoleon. 

6. " In" and " Time is money" — I spend my time reposing in an inn. 

7. "The" and "Lord Mansfield" — There was a thief in a man 1 s field 

last night. 

8. "World" and "Union forever" — A union of all the states in the 

world is a necessity. 

9. " That" and " Oxford University" — The hat of Oxford students is of 

a funny shape. 



60 



MNEMONICS. 



10. "Fortune" and "Benjamin Franklin" — Franklin did not make a 

fortune by his electrical invention. 

11. "Never" and "A burnt child dreads the fire" — A burnt child was 

lying near the river. 

12. " Brings" and " Into how many parts is the Wadamorian Mnemonics 

divided?" — The Wadamorian Mnemonics is more precious than 
diamond rings. 

13. " To" and " "When first I came to Yale" — Hew Haven has the tombs 

of many scientists. 

14. " Light" and " To save a father is a child's chief honor" — My father 

is so light that I can carry him on my back. 

IV. Analysis of Registered Ideas. 







ASSOCIATION. 


Transformation. 


NO. OF 

Ideas. 










Mode. 


Order. 


Form. 


Precedent 
■word. 


Subsequent 
word. 


1. . . 


Imagining. 


Proper. 


Affirmative. 


Changing. 


Representing and 
composing. 


2. . . 


Denoting. 


Exceptional. 


Affirmative. 


Composing and 
changing. 


Removing and 
representing. 


3. . . 


Denoting. 


Proper. 


Affirmative. 


Changing. 


Removing and 
representing. 


4. . . 


Denoting. 


Proper. 


Affirmative. 


None. 


Representing. 


5. . . 


Attributing. 


Proper. 


Expressive. 


None. 


Representing. 


6. . . 


Imagining. 


Exceptional. 


Affirmative. 


Adding. 


Representing. 


7. . . 


Imagining. 


Proper. 


Affirmative. 


Changing and 
adding. 


Dividing and 
representing. 


8. . . 


Imagining. 


Exceptional. 


Affirmative. 


None. 


Representing. 


9. . . 


Denoting. 


Proper. 


Affirmative. 


Removing. 


Representing and 
composing. 


10. . . 


Denoting. 


Exceptional. 


Negative. 


None. 


Representing. 


11. . . 


Imagining. 


Exceptional. 


Affirmative. 


Changing. 


Representing. 


12. . . 


Denoting. 


Exceptional. 


Affirmative. 


Removing. 


Representing. 


13 . . . 


Denoting. 


Exceptional. 


Affirmative. 


Adding. 


Representing. 


14. . . 


Imagining. 


Exceptional. 


Negative. 


None. 


Representing. 



C. DISCONNECTED WORDS. 
Memorizing disconnected words requires principally the 
combined application of the linking and composing methods, 
so it will be explained under these heads. 



LINKING METHOD. 61 



CHAPTER II. 

LINKING METHOD. 
§ 1. — Explanation of the Method. 

The linking method is used for forming a consecutive 
association, like the links of a chain, when it is required to 
memorize two or more simple, connected, or disconnected 
words, or to combine the simple or connected words which 
compose a disconnected word itself. 

There are six different cases for the application of the 
present method, as follows : 

1. When it is required to memorize many simple words, the link 
formed is like the following diagram : 



00-000 



In this illustration each ring represents a simple word, and the lines 
denote the association. The relation of a number of words and the asso- 
ciation is subject to the note alread}^ explained; that is, two simple or 
connected words require one association, and three require two. In the 
above illustration, therefore, five rings and four lines are required. 

2. When it is required to memorize many connected words, the link 
formed is like the following diagram : 



In this illustration each double ring represents a connected word, and the 
lines the association. 

3. When it is required to memorize many simple and connected words 
intermixed, the chain formed is like the following diagram : 



CX2H0KX0) 



62 MNEMONICS. 

4. When it is required to memorize a disconnected word, the link 
formed is like the following diagram : 



In this diagram the dotted line represents a disconnected word. The 
rings and double rings within the dotted lines represent the simple and 
connected words enclosed in the disconnected word. The lines between 
them represent the association formed. As is seen, these four associa- 
tions are likewise formed for one disconnected word. 

5. "When it is required to memorize many disconnected words, then 
the link is formed like the following diagram : 



As may be seen in the diagram, there are only three disconnected words, 
while eight associations are required to be formed. Or another link may 




In the preceding diagram it is required, in order to associate several dis- 
connected words with each other, to form associations between the last 
simple or connected words included in the first disconnected word and the 
first simple or connected word included in the second successively. But 
in the present diagram the disconnected words may be associated by 
forming an association between each first simple or connected word in- 
cluded in the first, second, and third successively, as is shown by the 
lines 

6. When it is required to memorize simple, connected, and discon- 
nected words intermixed, the diagram is formed as follows : 

O-OS© — 00-^2) 

In this diagram there are five words, and the associations formed are six. 



LINKING METHOD. 



63 



§ 2. — The Application of the Method. 

A. SIMPLE WORDS. 

I. Words Kequired to be Memorized. 



1. Tree. 


5. Gladstone. 


9. China. 


2. Paper. 


6. Ocean. 


10. Park. 


3. Mountain. 


7. Kocky. 


11. Eagle. 


4. Tea. 


8. Engineering. 


12. Beauty. 



II. Linking. 

A small tree packed in paper. 

I have a paper on which is drawn a moun- 
tain. 

On the mountain there are no tea plants. 

I attended a tea party which was held hy 
Mr. Gladstone. 
5. (Mr. Gladstone and ocean) The fame of Mr. Gladstone is like a great 

ocean. 

The ocean cannot be seen from the tops 
of the Rocky Mountains. 

The ascension of the Rocky Mountains by 
train was a great feat of engineering. 

Engineering is not developed in China. 

China has not many parks. 

I went to the park and saw an eagle. 

The wings of the eagle are beautiful. 

III. Analysis of Linked Ideas. 



1. (-Tree and paper) 

2. (Paper and mountain) 

3. (Mountain and tea) 

4. (Tea and Gladstone) 



6. (Ocean and rocky) 

7. (Kocky and engineering) 

8. (Engineering and China) 

9. (China and park) 

10. (Park and eagle) 

11. (Eagle and beauty) 





Association. 


Transformation. 


No. of Ideas. 


Mode. 


Order. 


Form. 


Precedent 
word. 


Subsequent 
word. 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 


Imagining. 

Imagining. 

Imagining. 

Imagining. 

Denoting. 

Denoting. 

Denoting. 

Denoting. 

Denoting. 

Imagining. 

Denoting. • 


Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 


Afl&rmative. 

Affirmative. 

Negative. 

Affirmative. 

Affirmative. 

Negative. 

Affirmative. 

Negative. 

Negative. 

Affirmative. 

Affirmative. 


Composing. 

None. 

None. 

Composing. 

None. 

None. 

None. 

None. 

None. 

None. 

None. 


None. 

None. 

Composing. 

None. 

Composing. 

None. 

None. 

None. 

Composing. 

None. 

Adding. 



64 MNEMONICS. 

B. CONNECTED WORDS. 
I. Words Required to be Memorized. 

1. Hear the sledges with their bells ! silver bells. 

2. Strike till the last armed foe expires ! 

3. Union forever! 

4. An innocent man needs no eloquence. 

5. Sir. the perpetrator of the atrocious crime is a young man. 

6. Only this and nothing more. 

7. "Work ! work ! work ! till the brain begins to swim. 

8. Rome was not built in a day. 



II. Linking. 

1. ("Hear the sledges with the bells! silver bells" and "Strike till the 

last armed foe expires !") A gentleman on a sledge with silver bells 
struck his armed foe. 

2. (" Strike till the last armed foe expires !" and " Union forever !") After 

last armed foe was struck down, a firm union of colonies was 
formed in America. 

3. (" Union forever I" and " An innocent man needs no eloquence") I 

saw a man eloquently maintaining his innocence in the court of the 
United States. 

4. (" An innocent man needs no eloquence" and " Sir, the perpetrator of 

the atrocious crime is a young man.") Eloquence cannot make a 
man innocent who committed an atrocious crime. 

5. ("Sir, the perpetrator of the atrocious crime is a young man" and 

" Only this and nothing more." ) Young man who is fond of money 
only and nothing more. 

6. ("Only this and nothing more" and "Work! work! work! till the 

brain begins to swim. ") Nothing is more important than to work as 
long as the brain will endure. 

7. ("Work! work! work ! till the brain begins to swim!" and "Rome 

was not built in a day. ") The establishment of Rome was the great- 
est work of the ancients. 






LINKING METHOD. 



65 



III. Analysis of Linked Idkas. 





Association. 


Transformation. 


Ideas. 


Mode. 


Order. 


Form. 


Precedent 
word. 


Subsequent 
word. 


1 . . . . 

2 . . . . 

3 . . . . 

4 . . . . 

5 . . . . 

6 . . . . 

7 . . . 


Imagining. 
Denoting. 

Imagining 

Denoting. 

Attributing. 

Denoting. 

Denoting. 


Proner. 
Proper. 

Exceptional. 

Proper. 

Proper. 

Proper. 

Exceptional. 


Affirmative. 
Affirmative. 

Affirmative. 

Negative. 

Expressive. 

Affirmative. 

Affirmative. 


Representing. 
Representing. 

Representing. 
Representing. 
Representing. 
Representing. 
Representing. 


Representing. 

Representing 
and compos- 
ing. 

Representing. 

Representing. 

Representing. 

Representing. 

Representing. 



C. DISCONNECTED WORDS. 

I. RELATION OP DISCONNECTED WORDS TO 
THE LINKING METHOD. 

In the application of the registering method (Chapter I.) 
it was mentioned that to memorize disconnected words it is 
very necessary to apply a combined use of the linking and 
composing methods. Now the details and explanations in 
regard to the disconnected words are given, and no particular 
remarks will be made as to the composing methods. A dis- 
connected word consists of two or more simple or connected 
words. Thus, to memorize a disconnected word we must 
associate them according to the fifth diagram (§ 1) by the 
operation of the linking or composing methods. Therefore, 
the disconnected words have a close relation with the linking 
and composing methods, and for this reason the following 
explanation will be given here. 



II. CLASSES OP THE DISCONNECTED WORDS. 

The disconnected word is one that consists of many simple 
or connected words having no relation or connection with 

5 



66 MNEMONICS. 

each other. There are two classes of the present word, i.e., 
the disconnected words of the first class and those of the 
second class. 



a. The Disconnected Words of the First Class. 
The words which belong to this class are those the mean- 
ing of which we can easily understand in spite of the fact 
that they include either simple or connected words ; for 
instance : 

1. The products of Japan: silk, coal, wood, and fish. 

2. Bamboo, beef, lake, and watch 

There are one connected word and four simple words in the 
first example, and only four simple words in the second. 
The meanings of all the words contained in both examples 
are easy to be understood at one glance. 

b. The Disconnected "Words of the Second Class. 

The words which belong to this class are those of which 
the meaning of each element included cannot be easily under- 
stood without special observation, for instance : 

1. Ben. P. Cunningham. 

2. Hicksbeech Strandon. 

3. Sam Tarn, Yam Yem, China. 

In these cases we cannot easily understand how many 
simple and connected words there are included in every dis- 
connected word. However, they belong to a disconnected 
word as well as those in the first class. They are very 
different from the first class in their characters, as they are 
quite unknown or unfamiliar words to us. On this account 
it is very necessary to adopt the two different methods for 
them. 






LINKING METHOD. 67 

III. EXAMPLES FOR MEMORIZING THE DISCON- 
NECTED WORDS. 

(A.) OP DISCONNECTED WORDS OP THE FIRST 

CLASS. 

I. Words to be Memorized. 

1. Products of Japan : silk, coal, wood, fish. 

2. Bamboo, beef, lake, watch. 

3. China, Kussia, United States, Corea, Germany. 

II. Linking. 
The associations between each simple or connected word 
included in a disconnected word of the first class are formed 
in the same manner as in associating ordinary simple or 
connected words, and the links of association are the same 
as shown in the fourth and fifth diagrams (§ 1). Thus, 
in the present examples, in order to associate the several 
words in the first group with those of the second, and the 
second with the third, that is, fish with bamboo, and watch 
with China, we shall associate them according to the first 
scheme given in the fifth diagram, or products of Japan with 
bamboo, and bamboo with China, according to the second 
scheme given in the fifth diagram. The practical exercise is 
left to the reader. 



(B.) OP MEMORIZING DISCONNECTED WORDS 
OP THE SECOND CLASS. 

I. Words Eequired to be Memorized. 

1. Ben. P. Cunningham. 

2. Hicksbeech Strandon. 

3. Sam Tarn, Yam Yem, Sang ing. 

4. He flies in the face of Providence. 



68 MNEMONICS. 

II. Trans formation. 
a. Special Rules for Transformation. 

The transformation of the disconnected words is accom- 
plished by transforming a disconnected word which seems 
meaningless into some familiar simple or connected words, ac- 
cording to the mode given. There are very important points 
relating to the practice of the transformation of disconnected 
words. It is most convenient first to select the largest por- 
tion which can be easily transformed into a simple or 
connected word from the disconnected word required to be 
transformed. Secondly, a disconnected word can be trans- 
formed into several other words, and it is very important to 
transform the original words into some other words that 
have connections which can be easily associated with each 
other. For this reason the following points should always be 
observed : 

1. When disconnected words are transformed, if there is 
a large portion which can be easily transformed into some 
simple or connected word, first select it, whether it is in the 
first or in the second or other parts, in a disconnected word, 
and then transform the rest. 

2. Care must be taken to transform the original words 
into the new words which can be easily associated by having 
close relation between them. 

b. Practice of the Transformation. 

1. Given words .... Ben. P. Cunningham. 
Transformed words . Bench Pea Cunning hammer. 

2. Given words .... Hicksbeech Strandon. 
Transformed words . Big Speech, Strand dam. 

3. Given words .... Sam Tarn, Yam Yem, Sang ing. 



Transformed words . Sun Tan, Young Aim, Singing. 
4 Given words .... He flies in the face of Providence. 

Transformed words . . Heat flying deface oflicer Providence. 



LINKING METHOD. 69 

c. Explanation. 

1. (a) " Ben" is transformed into "bench" and " P" into " pea" by 

the adding transformation, 
(b) " Cunningham" is divided into " cunning" and u ham." 

2. (a) "Hicksbeech" is divided into "Hick" and " sbeech" and 

"Hick" is transformed into "big" and "sbeech" into 
"speech" by analogous sound, 
(b) "Strandon" is divided into "stran" and "don," " stran" is 
transformed into "strand" by adding transformation, and 
" don" into " dam" by transformation by analogous sound. 

3. (a) " Sam" is transformed into "sun" by transformation by anal- 

ogous sound, " tarn" into " tan" by transformation by anal- 
ogous sound. 

(b) "Yam" is transformed into "young" and " Yem" into 

" aim" by the transformation by analogous sound. 

(c) "Sang ing" is transformed into "singing" by changing and 

composing transformations. 

4. (a) "He" is transformed into "neat" by adding transformation 

"Fly" and "in" are transformed into "flying" by trans- 
formation by analogous sound. 

(b) "The" and "face" are transformed into "deface" by the 

transformation by analogous sound, and "of" into " officer" 
by the adding transformation. 

(c) "Providence" is not transformed because we supposed it to 

be more convenient not to change it in regard to following 
associations. 

III. Linking. 
By means of transformation the disconnected words that 
seem to have no meaning were transformed into the words 
which can be easily understood. To associate them there is 
no difference between this case and the simple and connected 
words. 

1. (a) Bench is covered by the pea vine. 

(b) Pea flowers are variegated by human cunning. 

(c) Cunning fox stole ham. 

2. (a) Big speech was made on the strand. 

(b) The broken strand made a dam in the river. 



70 MNEMONICS. 

3. (a) Sunshine sometimes looks tan color. 

(b) Tan color is often liked by young aimless one. 

(c) Young aimless men are singing in the yard. 

4. (a) By heat flying insects were killed. 

(b) Flying insects defaced an officer. 

(c) Then officer was rescued by Providence. 



TV. Analysis of Linked Ideas. 





Association. 


Transfokmation. 


No. of Ideas. 


Mode. 


Order. 


Form. 


Precedent 
word. 


Subsequent 
word. 


1. (a) 

(b) 

(c) 

2. (a) 

(b) 

3. (a) 

(b) 

(c) 

4. (a) 

(b) 

(c) 


Imagining. 

Denoting. 

Imagining. 

Imagining. 

Imagining. 

Denoting. 

Imagining. 

Imagining. 

Imagining. 

Imagining. 

Imagining. 


Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 
Proper. 


Affirmative. 
Affirmative. 
Affirmative. 
Affirmative. 
Affirmative. 
Affirmative. 
Affirmative. 
Affirmative. 
Affirmative. 
Affirmative. 
Affirmative. 


None. 

Composing. 

Composing. 

Composing. 

Composing. 

Composing. 

Composing. 

Composing. 

None. 

Composing. 

None. 


Composing. 

Composing. 

None. 

None. 

None. 

Composing. 

Composing. 

None. 

None. 

None. 

None. 



(C.) MEMORIZING DISCONNECTED WORDS OP 
THE FIRST AND SECOND CLASSES. 

Memorizing disconnected words is comparatively the most 
difficult, therefore another example will be given in order 
that the readers may thoroughly understand the subject. 



I. Disconnected Words to be Memorized. 

1. Charles Hill, Main Street, London. 

2. James White, Doctor of Medicine of Cambridge University. 

3. Seneca Street, Ithaca City, Cayuga County, New York. 

4. American cities, Washington, New York, Chicago, Philadelphia, 
Boston, and San Francisco. 

5. English cities, London, Liverpool, Glasgow, Dublin. 

6. Oriental countries, Japan, China, Corea, India. 



LINKING METHOD. 



71 



1. Given words .. . . 
Transformed words 

2. Given words . . . 
Transformed words 



II. Transformation. 

Charles Hill, Main Street, London. 

Charges, Bill, chain, lantern. 

James White, Doctor of Medicine, Professor 



Fame, white, doctor of medicine, professor. 
of Cambridge University, 

well off, gamble, rich, university. 

3. Given words .... Seneca Street, Ithaca City, Cayuga, New York. 
Transformed words . snake, easy, car, care, gun, New York. 

4. Given words .... American cities, "Washington, New York, 



Transformed words . United States, Washington, new, 

Chicago, Philadelphia, Boston, San Francisco. 



work, 



cargo 
5. Given words . . . 
Transformed words 



filled, ale, beer, button, sun, frank, risk. 
. . English cities, London, Liverpool, Glasgow, 
Inn, greasy, lantern, river, poor, grass, goat, 
Dublin. 



6. Given words . . . 
Transformed words 



double ring. 
Oriental countries, 
East, 
India. 



Japan, 
rising sun, 



China, Corea, 



shine, coral, 



India. 



III. Linking. 

a) To demand charge a merchant sent me a bill. 

b) The bill was for a watch chain that I bought. 

c) The chain to carry the lantern was destroyed 

a) To get a great fame man must work till his hair becomes white. 

b) A white-haired doctor of medicine. 

c) That doctor of medicine is ^professor of university 

d) Professors are well off. 

e) Man who is well off does not gamble. 

f ) Gambling sometimes makes a man rich. 

g) A rich man makes a large donation to a university. 

a) Some snakes can be killed easily. 

b) It is not an easy thing to travel long on horse-cars. 

c) Man in a car must take good care of it. 

d) Care must be taken of guns. 

e) The gun was manufactured in New York. 



72 MNEMONICS. 

4. (a) United States owes very much to George Washington. 

(b) In Washington there is much news. 

(c) News writing is hard work. 

(d) Working man is carrying cargo 

(e) Cargo was filled with precious things. 

(f ) I filled a bottle with ale. 

(g) Ale and beer are nearly the same, 
(h) Beer dealer has precious button. 

(i) 6ro£d button shines great deal in the sun. 
(j) New York Sun describes a frank man. 
(k) Frank man often WsAs his life. 

5. (a) Table cloth in an inn was greasy. 

(b) It is greasy work to clean a lantern. 

(c) A boat with a lantern is sailing in the river. 

(d) River excursions are convenient for the poor. 

(e) Poor men often sleep on grass. 

(f ) Some <jrrass is needed to feed goat. 

(g) Groorf horns are in the shape of a double ring. 

6. (a) Eastern sky became scarlet by rising sun. 

(b) Rising sun shines beautifully. 

(c) There is no shine in the coral. 

(d) Coral is mostly produced in the Indian Ocean. 

N.B. — If it is required to memorize all the six disconnected words in 
the order according to the fifth diagram explained in the beginning of 
this chapter, associate the last word of the first disconnected word, 
" lantern," with the first word of the second disconnected word, " fame," 
as : " lantern is used in famous party," or associate the first word of the 
first disconnected word, "charge," with the first word of the second, 
"fame," as: " How do you charge for this famous cutlery?" The rest 
can be associated in the same way. 

§ 3. — Linking- and Registering Methods. 

In memorizing disconnected words we always find it very 
convenient to apply both linking and registering methods, 
one of which cannot have any use without the other. Hence, 
when we desire to memorize many disconnected words we 
should link each single or connected word which is included 
in each disconnected word by the linking method, and these 



LINKING METHOD. 73 

disconnected words should be associated by the registering 
method, and it is very convenient to use these two methods at 
the same time. Hence : 

A. DIFFERENCE BETWEEN LINKING AND 
REGISTERING METHODS. 

It has been already said that if we use both methods at the 
same time it is very convenient, but if they are used separ- 
ately, the nature of each method and the effect is more or less 
changed. The difference will be explained as follows : 

1. The linking method is originated from the first, third, fourth, and 
fifth rules (Chapter I., Part I.), while the registering method is originated 
from the first, second, and fifth rules. In other words, the linking method 
is the process of associating with each other the matters required to he 
memorized, while the registering method is to memorize the matters by 
associating them with the objects already existing in memory. 

2. In the linking method each matter is material to the formation of 
two associations, except the first and last ones, while in the registering 
method each matter can be only a material of one association. 

3. When many matters are required to be memorized by the linking 
method some of the associations sometimes will not be clear, while there 
is no such danger in the registering method. 

4. By the linking method numberless objects can be memorized in 
right order, while in the registering method the number of objects can 
be no more than the number of words in the register, and thus the 
matters for operation of the registering method cannot be numberless. 
But in the practical case there is no necessity to memorize numberless 
objects at once, and therefore this difference has no practical effect. 

5. In the memory obtained by the linking method it is difficult to 
recollect instantly the order or number of the objects, or to recite them 
in every direction, while it is very easily done by the registering method. 

6 The linking method can be most conveniently used in associating 
with each other simple or connected words included in a disconnected 
word, while the registering method is most convenient to associate each 
disconnected word in its right order. 



74 



MNEMONICS. 



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LINKING METHOD. 75 

(II.) Association Formed by the Combined Application 
of the Registering and the Linking Methods. 

a. Registration Formed by the Registering Method. 

1. (A — charges) An able man was charged with political crime. 

2. (B — fame) A big fame. 

3. (C — snake) Ceiling was covered with paper having the 

figure of a snake. 

4. (D — United States) Deer brought from the United States. 

b. Linking. 

The association between the simple and connected words 
included in the above disconnected words has been given in 
the preceding example of the application of the linking 
method. ( Vide ut supra.) 

C. SIMPLE APPLICATION OP THE REGISTERING 
METHOD TO THE DISCONNECTED WORDS. 

Disconnected words may also be memorized by the regis- 
tering method alone. In this case the disconnected words of 
the second class must be transformed equally as in the case 
of the application of the linking method, and the simple or 
connected words thus transformed should be associated in right 
order into the words of the register equally as in the case of 
registering the original simple or connected words ; but there 
are two important points to be observed in this case : 

I. We must select at once the most adaptable register 
according to the nature, form, or size of the disconnected 
words, or we must construct a register adaptable to the words 
which require to be memorized. 

II. We must arrange the disconnected words in right 
order into the words of the register. On the contrary, if we 
select a register which is not adapted to the nature, form, or 



76 MNEMONICS. 

size of the disconnected words or the distribution is not proper 
the following inconveniences will occur : 

a. The associations formed are not clear and certain ; 

b. The sphere of each disconnected word becomes very 
indistinct ; 

c. The orders of the association cannot be proper. 

We will have an example of the operation of the register- 
ing method regarding disconnected words as follows : 

Example. 
I. Disconnected Words Required to be Memorized. 

1. Charles Hill. Main Street, London. 

2. James White, Doctor of Medicine, Professor of Cambridge University. 

3. Seneca Street, Ithaca City, Cayuga County. 

4. American cities : Washington, New York, Chicago, Philadelphia, 



II. Transformation. 
1. Given words .... Charles Hill, Main Street, London. 



Transformed words . charges, bill, chain, lantern. 

2. Given words .... James White, Doctor of Medicine, Professor 
Transformed words . fames, white, doctor, of, medicine, professor, 

of Cambridge University, 
office, gamble, rich, university. 

3. Given words .... Seneca Street, Ithaca City, Cayuga County. 
Transformed words . snake, easy, car, care, gun. 

4. Given words .... American cities : Washington, New York, 
Transformed words . United States, Washington. News, work, 

Chicago, Philadelphia, Boston, San Francisco, 
cargo, filled, ale, beer, bottom, san, frank, risk. 

III. Selection of Eegister and the Distribution of 
Disconnected Words. 

In the transformation, it is found that in each of the first and third 
disconnected words five words are involved : in the second, nine ; and 



LINKING METHOD. 



77 



in the fourth, thirteen. Therefore we can best adapt a register consist- 
ing of some of the consonants with the five vowels for the first and 
third, and for the second disconnected word, consisting of ten words, we 
shall adopt two series of consonants, and for the fourth, consisting of less 
than fifteen words, we shall adopt three series of consonants. 



IV. Register. 

1. Ba, be, bi, bo, bu. 

2 Ca, ce, ci, co, cu, da, de, di, do, du. 

3. Fa, fe, fi, fo, fu. 

4. Ga, ge, gi, go, gu, ha, he, hi, ho, hu, ja, je, ji, jo, ju. 



V. Registration op the Disconnected Words. 
a. Registration of the First Disconnected Word. 



1. (Ba — charges) 

2. (Be— bill) 

3. (Bi— chain) 

4. (Bo — lantern) 



Banker's charges. 

A bird was eating beans by its bill. 

Bill for gold chain. 

Boat with a lantern. 



a. Registration of Second Word. 

1. (Ca — fame) A captain's fame. 

2. (Ce — white) Ceiling is white. 

3. (Ci — doctor of medicine) Cider is recommended by doctor of medicine. 

4. (Co — professor.) College professor. 

5. (Cu — office) Nice cucumbers were brought to the office. 

6. (Da — gamble) Dangerous gambling. 

7. (De — rich) The dentist is rich. 

8. (Di — university) Large diamonds are shown in the university. 



1. (Fa— sn 

2. (Fe— easy) 

3. (Fi— car) 

4. (Fo— gun) 



Registration of Third Word. 

A famous show of snakes. 

To recover from fever is not easy. 

Fire burnt a car. 

A. fox was shot with a gun. 



78 MNEMONICS. 

d. Registration of Fourth Word. 

1. (Ga — United States) Games are popular in the United States. 

2. (Ge — Washington) George Washington. 

3. (Gi — news) A giant was reading the news. 

4. (Go — work) To get gold one must work. 

5. (Gu — cargo) Guns were sent as cargo. 

6. (Ha — filled) The hay wagon is filled. 

7. (He — ale) Health is improved by ale. 

8. (Hi — beer) In the hill I drank beer. 

9. (Ho— button) Hole for button. 

10. (Hu — sun) I was hurt by the sun. 

11. (Ja — frank) Japanese are frank. 

12. (Je — risk) Jealousy sometimes brings a risk. 



CHAPTER III. 

COMPOSING METHOD. 

§ 1. — Explanation of the Method. 

This is for composing a series of simple, connected, and 
disconnected words, or those included in a disconnected word, 
into one main idea. 

Explanation. — The composing method is almost equal 
to the linking method, in that it requires that words be asso- 
ciated two by two and in right order, but as it composes a 
sentence there must be a certain meaning in the whole 
series. The following diagrams denote the application of 
this method : 

1. Simple words .... Q Q Q Q Q 

2. Connected words . . (g) (§) (g) (§) © 



3. Simple and connected 
words 



COMPOSING METHOD. 79 

Q O @ © Q 



4. Disconnected words . Q"""Q Q"@ Q — Q Q -Q Q 

5. Simple, connected, 

and disconnected 

words o — Qjoro — e — @ — o 



The lines penetrating the rings in the above diagrams repre- 
sent the main idea required for the composing method. 
Rings represent simple words, double rings connected words, 
and dotted lines disconnected words. 





§ 2. — Application of the 


Method. 




A. SIMPLE WORDS. 






a. "Words Required to be Memorized. 


1. 

2. 

3. 


Vase. 4. Garden. 
Noise. 5. Bat 
Maid-servant. 6. Wise. 

10. Mountain. 




7. Gold. 

8. Flower. 

9. Looking. 



b. Composition. 

"In a room where a vase is laid a great noise was heard, and then 
a maid-servant came to open the window. From the window I looked 
at the garden. There a bat was flying and a wise-looking girl, with 
golden hair and whose face was beautiful as a flower, caught it while 
she was looking at the mountain. ' ' 



c. Explanation of the Composition. 

1. Main idea or gist, — looking from a room. 

2. The number of associations formed in the composing method is the 
same as in the case of the linking method. There ten simple words, as in 



80 



MNEMONICS. 



the above example, require nine associations, and in the above composi- 
tion it is easily understood that there are nine associations. The modes 
applied for these formations of associations are only two ; the five associa- 
tions from the first to the fifth, and two associations, eighth and ninth, 
were formed by the imagining mode, and the two associations, sixth and 
seventh, attributing mode. 



B. CONNECTED WORDS, 
a. "Words Required to be Memorized. 

1. Time is money. 

2. The pen is mightier than the sword. 

3. My bonnie lies over the sea. 

4. Union forever. 

5. Bacon and potatoes. 

6. Hear the sledges with their bells — silver bells. 

7. General George Washington. 

8. Once upon a midnight dreary. 

9. A rolling stone gathers no moss. 

b. Composition. 

" Once upon a time I sent a small sum of money, pen, and sword to 
my bonnie, who lives along the sea washing the coast of the United 
States. Then she brought bacon and potatoes to entertain me. We 
rode on a sledge with silver bells and went to a grave-yard where George 
Washington lies. This ride was very pleasant to us, and we drove until 
midnight, and took home with us some beautiful moss." 



c. Explanation of Composition. 

1. Main idea or gist, — the circumstance that one made a visit. 

2. The explanation of the transformation and association is left to 
the readers. 

C. DISCONNECTED WORDS. 



1. George Hunter. 

2. Charles Mason. 

3. James Cobden. 



Words Required to be Memorized. 

7. William Thompson. 



4. Richard Roe. 

5. John Doe. 

6. Jane Wicoff. 

10. Annie Hutchins. 



8. Lily Campbell. 

9. Jack Molton. 



COMPOSING METHOD. 



81 



1. Given words 
Transformed 

2. Given words 
Transformed 

3. Given words 
Transformed 

4. Given words 
Transformed 

5. Given words 
Transformed 

6. Given words 
Transformed 

7. Given words 
Transformed 

8. Given words 
Transformed 

9. Given words 
Transformed 

10. Given words 
Transformed 



b. Transformation. 

George 
Geology- 
Charles 
Charm 
James 
Jam 

Eichard 
Kich, yard 
John 



words 
words 
words 
words 
words . 
words 
words 
words . 
words . 
words . 









Join 

Jane 

Jean 

William 

Will 

Lily 

Lily 

Jack 

Jacket 

Annie 



Hunter, 

Hunter. 

Mason, 

Mason. 

Cobden, 

Cob, den. 

Eoe, 

Koe. 

Doe, 

Door. 

Wicoff, 

Wicker, cough. 

Thompson, 

Ton, some. 

Campbell, 

Camel. 

Molton, 

Melt, town. 

Hutchins, 



Honey Hat, chains. 



c. Composition. 

"For the investigation of geology I went to the mountains with a 
hunter who had a charm that showed that he was n Mason. We took 
bread and jam for lunch ; but there were many cobwebs in a den that we 
went into, so we sat on the rich grass about fifty yards away and frightened 
a roe that was eating there. A man joined us who was standing in the 
door of a house close by ; he had on jeans and had a wicker basket in his 
hand. He began to cough, and I said, " Will you help us to get a ton of 
some lily that I saw ?" He took off a camel's hair jacket that he had on. 
as the snow was beginning to melt and it was warm. We then returned 
to the town, where I bought some honey. I took off my hat to them and 
picking up my chains went home. ' ' 



Main idea, 



d. Explanation. 

-investigation of geology. 



82 MNEMONICS. 

§ 3. — Difference Between Linking and Composing' 
Methods. 

I. The linking method associates words to be memorized 
two by two, while the composing method associates words to 
be memorized into a main idea or a gist ; in other words, the 
linking method forms an association of ideas between the first 
and second words, and between the second and third words, 
and so on. There is no relation between the associations 
made of the first and second words, and those made of the 
second and third words. In the composing method the 
association formed between the first and second words is 
closely related to the third word, or the association formed 
between the first, second, and third words is also related to 
the fourth word, and so on ; the association formed between 
the first and second words and the association formed between 
the first association and the third word cannot be different 
from each other, as it is impossible to separate them. It 
is believed that the difference between them will become 
clearer by the following diagrams : 

Diagram of Association of Ideas Formed by Linking 
Method. 



Q8G30 



Diagram of Association of Ideas Formed by- 
Composing Method. 



II. Associations formed by the linking method have an 
independent meaning between them individually, and asso- 



COMPOSING METHOD. 83 

ciations formed by the composing method are pervaded by a 
main meaning, and they collectively form a series of sentences, 
as in the following diagrams : 

Linking Method. 



Each line represents an association individually independent in mean- 
ing- 

Composing Method. 

o-e— e— e-o 

A long penetrating line represents a main idea weaving through all 
the associations. 

III. The association by the linking method is formed 
quicker than that by the composing method in practice. 

IV. The association formed by the composing method is 
firmer than that formed by the linking method and is able 
to preserve it longer. 

V. When the subject is required to be memorized in an 
instant, and it is not necessary to preserve the memory for a 
long time, the linking method will be properly applied. 
When the memory of the subject is required to be preserved 
for a long time and it is not required to be memorized in 
an instant, the composing method will be conveniently ap- 
plied. 

§ 4. — Difference between Composing and Registering- 

Methods. 

I. Each word memorized by the registering method 
becomes a material of one association, while each word 
memorized by the composing method becomes material for 
one or more associations. Thus, in one composition which 
included ten associations formed according to the order by 



84 MNEMONICS. 

the composing method, the first and second words are used ten 
times as the materials for forming associations, and the third 
word nine times, fourth word eight times, and so on. The 
diagram of associations used for explaining the difference 
between the linking and the composing methods is also 
applied to explain this case. 

II. The first, fourth, and fifth differences existing between 
the linking and the registering methods equally exist in the 
present case. 

§ 5. — Combined Application of the Methods. 

A. OF COMPOSING AND LINKING METHODS. 

I. Diagrams of the Combined Application. 

1. For Simple and Connected Words. 

CKEHiK^^-€KD-0-€H!!) 

2. For Connected and Disconnected "Words. 

©KB QldL D & ^>^^® 

II. Examples of Combined Association. 

a. Examples Corresponding to the First Diagram. 

1. Words Kequired to be Memorized. 

1. Bring back my bonnie to me. 

2. City. 

3. Oliver Cromwell. 

4. Sword. 

5. Whale. 

6. Twinkle, twinkle, little star. 

7. Pen. 

8. Cyclone. 

9. War of Independence. 
10. Mnemonics. 



COMPOSING METHOD. 85 

2. Linking and Composition. 

1. My bonnie is in some city. 

2. The city was the place where Oliver Cromwell was born. 

3. Oliver Cromwell 1 s sword once cut a large whale under star-light. 

(Composing method.) 

4. The star shines like a gold pen. 

5. A pen was blown off by a cyclone. 

6. Cyclone was like War of Independence. 

7. War of Independence is memorized by every one. 



b. Examples Corresponding to the Second Diagram. 
1. Words Kequired to be Memorized. 

1. They tell us, sir, that we are weak. 

2. Train. 

3. Main Street, San Francisco. 

4. Hear the sledge with the bells— silver bells. 

5. Newspaper. 

6. Waterfall. 

7. Tobacco. 

8. There are many rare abilities in the world that fortune never brings 
to light. 

2. Transformation. 

Original word • Main Street, San Francisco. 
New word . . . chain, sun, frank, risk. 

N. B. — One disconnected word only required transformation. 



3. Linking and Composition. 

1. A weak man was in the train. 

2. When a large train joined by chain ran towards the sunset. A 
frank man thought it a risk. (Composing method.) 

3. A risk was experienced by a man on a sledge. 

4. A man on a sledge forwarded newspapers. 

5. A newspaper describing a large waterfall in some place was read 
by a man for tobacco who was a man of ability. (Composing method.) 



86 



MNEMONICS. 



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88 MNEMONICS. 



II. Registration, Linking*, and Composition. 

1. (a) My axe was charged at five dollars. (Registering method.) 

(b) I looked at the charges that were demanded by a bill under the 
light of a chained lantern. (Composing method.) 

2. (a) Invention of rolling machine gave great fame. (Registering 

method.) 

(b) A white-haired doctor of medicine. (Linking method.) 

(c) Doctor of medicine was professor of university. (Linking 

method.) 

(d) Well-off men do not gamble. (Linking method.) 

(e) Gambling sometimes makes men rich. (Linking method.) 

(f) A rich man made a large donation to a university. (Linking 

method.) 

3. (a) I stoned a snake. (Registration.) 

(b) I shot a snake easily from a car, taking good care of a gun 
bought in New York. (Composing ) 

4. (a) I gathered postage-stamps of the United States. (Registration.) 

(b) United States owes very much to George Washington. (Linking.) 

(c) In Washington there is much news. (Linking.) 

(d) News-writing is hard work. (Linking.) 

(e) Workman is carrying cargo. (Linking.) 

(f ) Cargo was filled with something. (Linking.) 

(g) I filled a bottle with ale. (Linking.) 
(h) Ale and beer are similar. (Linking.) 

(i) Keeper of a beer-stand who is noted for his big diamond button 
got on the train after sunset. As he was too frank, he thought 
it is a risk. (Composing.) 

5. (a) A noisy inn. (Registration.) 

(b) The table-cloth in an inn was greasy. (Linking.) 

(c) It is greasy work to clean a lantern. (Linking.) 

(d) A boat with a lantern was sailing in a river. (Linking ) 

(e) A river excursion is very convenient for poor men. (Linking.) 

(f ) A poor man often sleeps on grass. (Linking.) 

(g) Some grass is used to feed the goat. (Linking. ) 

(h) The horns of a goat are the shape of double rings. (Linking.) 

6. (a) I found much moss on the east side of the river. (Registration.) 

(b) Eastern sky became clear by the light of the rising sun. (Link- 

ing.) 

(c) Rising sun shi?ies very beautifully. (Linking.) 



COMPOSING METHOD. 89 

(d) There is not much shine in coral. (Linking.) 

(e) The coral is found in the Indian Ocean. (Linking.) 

N.B. — In the practical application, sometimes we require the com- 
bined application of three methods, and sometimes that of two, and 
sometimes the simple application of either one of them. We cannot ex- 
actly describe the relation between the matters to be memorized and the 
methods to be properly applied to them. Therefore it is very important 
to select practically the most convenient method to be applied to the 
matters by looking over the nature, form, and size of them. 



PART III, 

APPLICATION OF THE METHODS IN 
REGARD TO SPECIAL OBJECTS. 



CHAPTER I. 

MEMORIZING NUMERALS. 

§ 1. — Transformation. 

All the numerals have not the necessary meaning to be 
applied with several methods, as has been stated in the pre- 
ceding part. Therefore for memorizing numerals, unless the 
transformation is first applied to convert them into some 
other words, they cannot properly be taken as the material 
for association. At one glance it seems to be impossible to 
transform such numerals as 5, 8, 9, 15, 37, 67, 398, and 781, 
etc., into such words as have proper meaning, but every one 
can succeed very easily, quickly, and practically by the appli- 
cation of the transformation, observing some special points 
which will be explained in the present section. 

A. TRANSFORMATION OP DIGITS. 
This is the process of representing each digit by a letter 
and simple word. 

The representing letters must be consonants. The repre- 
90 



MEMORIZING NUMERALS. 



91 



senting letters and simple words and their origin will be ex- 
plained in the following table : 



TABLE I. 



Number. 


Repre- 
senting 
letter. 


Origin. 


Transformation . 


Represent- 
ing simple 
word. 


Transfor- 
mation. 


"0" 
"1" 

"2" 
"3" 

" 4" 
"5" 

"6" 

"7" 

"8" 

"9" 






"r." 
"b." 

"t." 
"d." 

"f." 

"s." 
"p." 

"g." 
"n." 


o 

zero, 
beginning. 

two. 

"cirei." 
(German.) 

four. 

o. 

"cmq." 
(French.) 

six 

o 

"septem." 
(Latin.) 

eight, 
nine. 


Selected letter. 
Different word and 

selected letter. 
Selected letter. 
Different word and 

selected letter. 
Selected letter. 
Different word and 

selected letter. 
Selected letter. 
Different word and 

selected letter. 
Selected letter. 
Selected letter. 


o 

"roe. 
"bee." 

"tea." 
"day." 

"foe." 
"cake." 

o 

"sea." 
"ape." 

o 

"age." 
"knee. 


Adding. 
Adding. 

Adding. 

Adding. 

Adding. 
Adding. 

Adding. 
Adding. 

Adding. 
Adding. 



Explanation of Table. 

1. "0" is represented by "r" because "r" is taken from tbe third 
letter of "zero" by transformation by selected letters. The represent- 
ing simple word of "o" may be "roe," "air," etc., made by adding 
transformation. 

2. " 1 " is represented by " b," which is the first letter of " beginning," 
which resembles " one" in some respects. This change is made by trans- 
formation by different word and by selected letter. The representing 
simple word may be "bee," formed, as before, by adding transformation. 

3. " 2 " is represented by " t," from " two," and the representing word 
may be "tea," etc., etc. 

N.B. — In the present transformation consonants only are taken as 
representing characters, and the vowels are used commonly as the auxili- 
ary for composing some simple words by these representing characters. 



92 MNEMONICS. 

The representing simple word is made by adding vowels to the represent- 
ing consonant, while the consonants "j," "k," "q," "x," "y,"and "z" 
are used the same as the vowels, for they are not in this system taken 
to represent anything. 



B. TRANSFORMATION OF NUMERALS IN TWO 
ORDER. 

The numerals in two order means all the numbers between 
10 and 99. These numbers should be transformed into 
simple words, and for this purpose the representing letter 
of each digit, as above explained, is taken as the principal 
element. In associating the representing letters of the digits 
when the representing simple words of numerals in the 
two order are made, the vowels should always be used freely 
as auxiliary letters between both representing characters or 
before or after them. On the contrary, the auxiliary conso- 
nants are entirely prohibited, except j, k, q, x, y, and z, but 
there is no objection to using them after both representing 
characters for composing simple words, because the first two 
consonants of every simple word composed are only repre- 
senting characters of the numerals, and the other consonants 
have no relation to them. Several examples for composing 
the representing simple words are given, as follows : To con- 
nect " t " and " d " the vowel " i " is inserted between the 
characters and "e" is added after " d." By this process the 
noun " tide" is made, representing the numeral " 23." Some- 
times two vowels are inserted between the representing 
characters ; for instance, " b " and " f " are connected by com- 
posing the noun " beef," representing the numeral " 14." 
Sometimes both representing characters are connected without 
the intervention of vowels, but have vowels following them, 
as " s " and " t " are composed into the word " stone," repre- 
senting " 62." Sometimes a vowel is put before the repre- 



MEMORIZING NUMERALS. 93 

senting characters; for instance, to connect "f" and "f" a 
word affinity is composed representing " 44." When we 
recollect that two representing characters are composed for 
some words, by either of these methods the first two conso- 
nants only are taken into consideration. Supposing the word 
" dictionary" is composed ; it includes d, c, t, n, and r, all 
being representing characters of numerals, but " d " and " c " 
in the first part only are taken into our consideration, repre- 
senting "35." The consonants v, 1, h, m, and w are used 
for other purposes which will be explained in another place. 
The consonants j, k, q, x, y, and z are not used for the pur- 
pose of representation in consequence of their inability to 
compose a word, but may be used as auxiliaries. 

The most important point, which should always be held in 
mind, is that all the simple words representing the numerals 
in two order must be nouns. If we compose an adjective, 
verb, or any other kind of word by the representing letters 
it causes a great confusion in our memory. 

REPRESENTING- LETTERS AND "WORDS OP THE 
NUMERALS IN TWO ORDER. 

N.B. — There cannot be some independent numerals, as "00," "01," 
etc., but in the practice of memorizing numerals we may always have 
such independent numerals, which are the result of the long series of 
numerals divided. Therefore in this system these numerals are treated 
the same as the other numerals in two order, as in the following table : 



94 



MNEMONICS. 



Oi 


E 


e~ si = 

II £ 


S3 


e 


© © c 


OS 


E* 


- to 

si? J 




E 


m" i-".2 

S CD <^ 

e tea 

- E CD 

.S sa*d 




B 


sll 

«5 E "»- 




i-T 


1-1 


,3 


O CO 

-o * u 

■° o 




*T 


M 


IS 


>* 


vT 






o 










5 S 






o 






c 3 
















































to 






_ o 








g 


ti 


o 


2 


ti 


S bo- 

•" CD fc» 

.3 o 


00 
CM 


ti 


® c£ in 
.bp3 e8 

H 

o 


00 

eo 


•a 


o 


oo 


bb 


ttbcSb. 
o 


s 




s 

».S -E 
p.* ft 

o ft i 

1* .- o - 
™ (4 
o 




ft 


1.2 

M 




ft 


o 


eo 


•o 


2 si o 
S S ft 

M! 

«!3 ° 




ft 

V-' 


ft 


CO 

© 


CO 


HI 

2 ° 


CO 


CO 

■3~ 


«r a 

* aT ° 
■£ 3 O 
cS-O-E 
.O w 

o 


CO 
CM 


CO 


- CS CO 

~H 3 


CO 

eo 




es" 

CD "oo to 

cc CD •« 

O 


o 
>* 


X 


=c co^S 

<CcEt 

O 


1ft 

o 


6 


® * 8 

3-2 2 

'i *" m 

o 


lO 




O g CD 
■Si* 

O 




-J 


CO 

- o 

3 


CO 




"°3 


«o 


i 


E 

* -.2 
3 






*1 






3S? 












«gh 






-E 


o 


(J 


!- 


^J< 


■c? 


Ill 


CN 


Cm 


aV«H' 

cS B -2 

O 


•>* 

CO 


— ' 




■^1 


*i 


*»- 3 3 

o-- o 

111 

O 


CO 

© 


« 


"'Co 


eo 






CO 
CN 


>d 


d O ? 
"3 ft .2 

5 3 


eo 
eo 


ti 

f3 


fli 

M 

o 


5 


— * 


o — ^ 

■— - 

o 
















>> 














03 


*J 


S s * 

2 2 « 

O 


<M 


+; 


3 


CN 


^ 


gjg 


<N 


*i 


&°2 


CM 


■ 


-2 ° 




S» 




rC 




" 


§3« 
*» *» eS 

o 




•a 


S cS-3 

3 




^-' 


=2 = «5 

o 




■d 


23:3 




JQ 






— ' 


5 8 s 














© 


s- 


S-§2 

o 


r-l 


,cf 


isJ* 


CN 


*>" 


C3*2 M 


eo 


■o 


'35 


"* 














o 












■a o 

■3 






gs, O 


© 




c8 O 5 
CD t- CD 

h *8 


© 


M 1 


**£ 

CD CD 3 
X1.3- 3 

o 


§ 


S-* 


CD 

o 


© 

CO 


■o 


■S"«- E 
-Sol 

3 CD m 


© 


h 


«3 o 

."" ^* E 




CO 














































































CD 




























































u 










£ 


2 
A 




£ 


CO 




Pi 


£ 




m 


5 

09 




CO 


OB 




CD 






CD 












CD 






CD 






.3 


cd 




.3 


o 




* 


o 




— 


s 




rfa 


C 




s 

s 


c 




ti 

P 


bo 

B 


CO 


a 

3 


bO 

B 


CO 


a 


hi 

B 


CO 

■g 


E 
3 


bp 


■g 







o 


S 




O 


B 






a 




O 


E 




o 




B 


is 


_ 


B 


£ 




B 


Is 




B 


& 




E 


& 


a 


as 


® 


C 


to 


CD 


S 


JC 




e3 

a 




3) 


S 


x 


CO 


•Q 


e- 


ft 

a 


to 




ft 

a 


to 


ft 


ft 

a 


bp 


ft 

CD 


ft 

a 


bO 


s- 


ft 

a 


o 


PS 


02 


o 


M 


03 


O 


tf 


OQ 


O 


H 


t» 


o 


— 


QEk 



MEMORIZING NUMERALS. 



95 





a 


d 

•2 si 

u 
o 




a 




<» 


a 


flflo 


0> 


a 


d <-" a 


c» 


a" 


d" . 

a a § 

O CO "i 

o oo a 

a c s-i 


■a 


d 




aT 


i> a u 

cog 


t- 


Ph 


ft ft 
o 




bC 


'a a 




a 






. . 












*5 






>. 






«- a 






- ® cS 






bjO.bDx 

P'E h 












hA 






« o ® 




bio 


?£& 




be 




be 






be 


to°„% 




be 


1-i 


to 


o" 


S bo u 

u o 


«o 


00? 


t- 


ai 


ft* 3 

o 


CO 


be 


bOO 
CO 

bo 


o> 


a' 


gal 

- § bb 

s a 

CO 






„ri 






bb 

ftft-2 






Ch 












- „a 


5 


ft 


° o o 


co 


Pi 
of 


s 


a, 


1-^ 

&a,ft 


00 


ft 

be 


§<ftbO 

be t*» ^ 

w bt o 


OS 


ft 
a" 


Pi. 

^3 ftS* 






o 
























o 






o s u 




cc 






CO 


d 

2 tfl 




CO 


» CO 

o 




00* 


d"*-" » 


IO 


o 


CO 


co~ 


"S co* co 
.2 to p, 

CO 


t- 


a! 


ft^^ 
o 


00 


be 


05 


a 


o co a 
a a- 

Eh 
O 




d 


o 


to 


ti 

on" 


- -h 

£ ® S 
8 a a 
.1.2 S 

o O CO 

CO CO ^ 

o 




d 

a. 


d 
- •> bo 

® * * 

S-2 a, 
o 


s 


d 
be 


111 

Mel S) 

bO^ 

O 




d 

a" 


-si 






ill 

o 


co 


CO 


Si ■ 

o a 

eS S u 
co co o 

a s 

CO CO 


•<* 


Cm 
ft 


bb 

ft n 
«£ 
a< 


•<* 

CO 


be 


bO be bO 

c 




a" 


| i c3 .§ 

« a 4< cc 

.2 sa a 


















^ ji 


















>iti 


























CO 
IO 


d 

d 


■og-o 


CO 
CO 


■d 


CO CO °° 

t-l 
O 


§2 


d 

ft 


.5 »-§ 

s * S 

5 ft* 

ft ^ 

o 


CO 
00 


•d 

be 


» co "O 

'O "c -a 

o o a 

in o bo 

bo h 

o 


CO 


•d 
a" 


"2 -3 c-S 

§$a^ 

a i- a 

o 


CM 


d 


O I* 
CO O 


(M 

co 


GtT 


I'll 

]hO!D 
CO "£ Sh 

o 




ft 


**4 


00 


be 


a" 
t, a 

^O bO 

CO • 

■g^-bO 

M§.S 

bO^S 

bi 


CM 


a" 


2 2"^ 

a a s 

t-i 

o 


«5 


d" 


is* 1 © 

■ a 's3 ° 
o " o 


to 


to" 


® (j o 

'i?-2 0D 
a-2 S 
» £ o 


t- 


ft 


a ® s 

ft-sS 
a a 
ftg, 


oo 


be 


a 

P bO^ 
bO u 

o 


o> 


a" 


® cf"3 

O 3 O 

age 
u 
o 


O 


ef 


a 

g 1 g 

u 

o 


2 


S-* 

CO 


a g " 
.« o 3 

•g fc 5 

Lo » u 
o 


O 


ft 


d 
.M.M.2 

t- tH ~ 

ce o ft 

ftft^ 

o 


o 

00 


in' 

be 


d 
-«a 

S-§2 

be 53 & 

be^ 

o 


o 

OS 


(J 

a" 


mi 

o 




£ 


' — » — ' 






* — i — ' 




£ 


' — i — ' 




oo 


v — v — ' 




CO 


'-v — ' 
































































£ 






OS 












» 




















































u 


















0) 


.a 




..Q 


S 




JS 


^ 




CO 


■a 




CO 






s 

3 




no 


a 


bC 
B 


CO 


a 


bD 

a 


.5 


a 

3 


bC 

a 


"2 


a 

a 


a 


■I 


a 




o 


a 




o 


a 




o 


a 






a 




o 




a 


f5 


^ 


9 


is 




a 


Z 




a 


Js 




a 


& 


2 


DO 


a> 


a 


cc 


CD 


a 




a> 


S3 

a 


CO 




a! 

a 


CO 


CO 


bp 


ft 


Pi 

a 


be 


i- 

ft 

aj 


a. 

a 


. M 


u 

a, 

CO 


ft 

a 


.bfi 


ft 

CD 


ft 

a 


# bO 


ft 

CO 


ft 

a 


O 


M 


CO 


o 


M 


02 


o 


M 


OJ 


o 


M 


CO 


O 


M 


CO 



96 MNEMONICS. 

The simple words in the preceding table are furnished for 
examples only. The reader may compose any other simple 
words out of the representing characters according to the 
process of transformation which he may consider most suit- 
able to the case. And this is more easily done if he is a 
little trained in the application of transformation. Thus the 
reader is required to make his own table of simple words 
representing the numerals from " 00 to 99," and in the above 
table it is not necessary to memorize all the words, but it 
perhaps includes the most common and principal ones, which 
should be adopted as the representative characters in the 
present case. 

N.B. — Some may consider that it is impossible to memorize a table 
composed like that on pages 94 and 95. This is a great mistake, how- 
ever. The simple words in the table are those which may instantly be 
composed upon a glance at the representing characters. There is no such 
difficulty as you may imagine when required to memorize every repre- 
senting character, because they are very closely related to the original. 

O. TRANSFORMATION OF THE NUMERALS IN 
THREE ORDER. 

The numerals in three order include the whole series of 
numerals between " 000" and " 999." They have all three 
representing characters, therefore all of thera cannot be trans- 
formed into simple words, for there is one more representing 
character to be composed, besides two representing characters 
which can be transformed into a simple word, as already ex- 
plained in the preceding paragraph. Then it is necessary to 
transform this one remaining character into a simple word 
and to associate it with the other simple word composed of 
two representing characters. To compose them this one re- 
maining character should be transformed into an adjective, the 
simple word composed of the two representing characters 



MEMORIZING NUMERALS. 97 

being necessarily a noun, as explained in the preceding para- 
graph, and an adjective is associated very easily with a noun. 
For this reason the numerals from " " to " 9 " should 
at first be transformed into adjectives, and they will be asso- 
ciated with the simple words representing the numerals from 
" 00" to " 99," as the case may require. 

1. Transformation to Adjectives. 

1. The representing character "r" may be transformed 
by adding transformation into red, right or rare, rotten, 
etc. 

2. The representing character " b" may be transformed by 
adding transformation into beautiful, bad or blue, bashful, 
etc. 

3. The representing character " t " may be transformed by 
adding transformation into tall, thin or terrible, thick, timid, 
troublesome, etc. 

4. The representing character "d" may be transformed 
by adding transformation into dark, dirty or deep, dry, 
etc. 

5. The representing character " f" may be transformed by 
adding transformation into fine, fair, funny, etc. 

6. The representing character "c" may be transformed by 
adding transformation into clean, cheap or careless, etc. 

7. The representing character " s " may be transformed by 
adding transformation into small, short, stale, slow r , etc. 

8. The representing character " p " may be transformed by 
adding transformation into pure, poor, pleasant, etc. 

9. The representing character " g " may be transformed by 
adding transformation into good, great, greasy, gay, etc. 

10. The representing character " n " may be transformed 
by adding transformation into new, noble, narrow, near, 
etc. 

7 



98 



MNEMONICS. 



<=>! u 






!l a 



£1 



Si 



8§ 

«S SO 



<| j. 5 



5 fcfi 
« fa 



■° "5 S3 

■a a> 

.a 



oi ™ .s be 



SI » 






ol ft 



I * Ift 



;| a c * 
'I 5 §"§• 



J2| <d "5 

oi 5 sa 



si - | 



2i 

5.M 



51 : i l 

<m| «j ** at 



i^i r "o 



©I n" 



o| ,- 



S| 



§1 



'I w ' = # 



oi ^ s» 



o| * 



ajiO 



Sit S° 






s t g' 

6* I -m" ** 






rH '" 13. 

I ^ 8 
°l ^ . 



81 •*' 3 fe 

N l *r So 



•I C S g 



21 *-' «+s 



si ** •-■"■ 

.0 









;i * -s 






-'5 






'i t |i 



" ! .a 5 2 

-1 3- ^ g 



§ 



5 * 



e 3 I 

o rt 



O 



MEMORIZING NUMERALS. 



99 



co 


1 a 


^ A 




SI 


a 


t?.S 




81 




>».a 
.a a 

rQ 03 




OS 
'J' 


1 ° 


cq<2 




10 


1 d 


a, i 
C C 


<N 


1 +r 


*- X 




«| 


■© 


-3*" 




co| 


T3 




Th 


1 ^» 




■* 


1 *■ 


« g 


oc 

CO 


| CJB 


3 O 

m to 




001 


hi) 


£*> 




001 

col 


hi) 


£ci 




00 


| bi 


C bX) 




00 
10 


| OB 


® S3 

H3..5P 
C3 


<M 




■** '53 




DO 


"C 


-a** 




co| 


■o 


S-o 




■<*< 


1 *r 






<* 


1 «M« 


50 


1 » 


.eg- 




SI 


A 


>> 03 




SI 


p. 


f 






1 ft 


d 




t- 


1 ^ 


c 0. 














b & 








c« A 






, «►". 












<N 


1 ** 


■*■' on 




eo| 


•a 


S.ft 




ec| 


-o 


7-S 




"* 


1 %," 


fi- 




-* 


1 VT 


«S ° 


CO 


i > 


«1 

3 .a 

00 




SI 
"I 


00 

■d 


33 




SI 

co| 


on 

13 


ci ao 






1 » 
1 «H" 


ll 




CO 

10 


1 - 

i5 


•&"S ' 

£8 


SI o 


3^ 




SI 


d 






SI 


•0 






W 

■* 


1 « 


a 03 




IT. 


1 « 


s-s 


<M 


i rf 




ee| 


t3 


^ J 




oo| 


-o* 


■0 -a 




■* 


1 «^» 


|<S 




«# 


1 <*r 


«8 


si 'i 


3 t2 
^1 




SI 


<*-« 


.si 




SSI 


•0 


oi 

>-3 

ti'a 




■^ 
"* 


IS 


03 O 




iC 


l"S 


eta 


<N 


1 «r 




CO| 


"O 




00 1 


13" 


« "a 




x* 


1 C 


eta 




Tf 


1 c 


<«§ 






















T3 


















SI * 


— < "a 

00 




81 


t3 


£"0 




81 


>d 


fr-3 




J? 


1 t3 


a>T3 




CO 


1 -o 


^ 


<M 


li 




ee| 


■o 


hi o3 
3° 




co| 


13 
-d 


hi eS 




*iS 


cfl.2 




"* 


1 i 


«l 


s 


!- 


Co 

^ 00 




SI 


*5 


ho 




col 


T3 


ft^a 

03 







1^ 


® "S 




Ol 
1C 


!• 


03 ^J 

C 03 


<M 


1 *r 




«l 


•0 


•3 o 




«l 


-O 


"8 5 




Tf 


1 *f 


«vS 




Th 


1 <~- 


<B « 




1 * 


-ll 




SI 


.o 


i?,2 




s 


,0 


^3' 




^1 * 


..« 




p 


1 ^* 


«i 






















* 3 






. <^ 


^^ 








c ja 


(M 


1 «* 


s 




co| 


13 


=5 42 




CO 


t3" 




«*l «m 




«* 


1 *■ 


cc g 


s 


1 » 

1 «* 


3* 

IS 




SI 

CO 




>» oj 

.a g 

•043 




SI 

»l 


U 

-d 

•0 


J3t3 




§1 ^ 


hT 

CO 

«s s 

<2 




c 


1 ^ 




00 




W-' 


00 






S-- 


42 






W-' 


5 






w^ 


to 






«-v-^ 


"* 






"" 








•** 
















"* 








.„ 












































h. 








(H 






























































,Q 


GO 




A 








£J 




00 


"S 


J3 




00 


•d 








■g 


& 




'o 


a 






8 


a 








a 








F 




03 


9 


S3 


£ 


s 






is 


3 




S3 


£ 


3 






^ 


P 






^ 


ll 




-d 




aj 


>d 




a 
_o 
"33 


£ 


T3 




C 

"5 


J 


T3 




c 
"S 


c3 




i 

00 


5 


"15 

a 


'oo 


a 

00 


(D 
O 


■3 

a 


05 

00 


«5 
O 
03 




g 
00 


03 
O 
<B 


"3 

a 


s 


03 
03 


11 
o 


hi 

I 


a 
a 
o 
o 


"3 
o 


£ 


a 

s 


a 
s 

6 


O 


=3 




a 
a 




'S 






hi 
«3 


a 
a 

o 




fcJO 


>£ 


03 


s 
c 

a 



100 



MNEMONICS. 



Oil 

col 


B 


CO 

.2 P 




SI 


3 


ft . 

S? o 




osi 

001 


a 


1§ 




Si 


a 


"3 p" 




g 


8* 


=J0 




CO 


oi 5 






ft 


2 ® 






bO 






a 


§§ 








a 


«l 


d 


3 <B 




•ol 


d 


■p ft 




CO| 


■£ 




»l 


CD* 




f| 


ft 


ft'C 














00 jj 


























001 


so 


S bl 




oo 


ell 


S .22 




00 


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MEMORIZING NUMERALS. 101 



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102 MNEMONICS. 

2. Transformation to Connected Word. 

The first character out of three may usually be trans- 
formed into an adjective and the following two characters 
into a simple word ; for instance, in the numeral " 123" the 
first character, " 1," may be transformed into " beautiful," as 
in the above explanation, and the following " 23 " may be 
transformed into " tadpole," as in the second table. Thus a 
connected word, " beautiful tadpole," is composed by combin- 
ing, then representing the number " 1 23," and so on. Ex- 
amples of connected words made in this way are given in 
Table III. 

N.B. — 1. The reader can easily make out of the representing letters 
any adjective which will he considered most suitable for the composition 
of connected words, hut care must he taken not to make two or more 
adjectives which have equal or analogous meaning. For instance, " beau- 
tiful" out of " b" and "nice" out of "n" are the same in many cases, 
which may be very confusing when memorizing. 

2 Table III. describes a portion of the whole series between 000 
and 999 and provides examples. The reader may try to complete the 
table by his own labor. There cannot, of course, be such independent 
numbers as 000 or 001, but they are always found in the transformation 
of such numbers as 23,000 or 56,001, they being divided into simple and 
connected words b} T the lines drawn under them. 



D. TRANSFORMATION OF THE NUMERALS CON- 
SISTING OF THE SAME NUMERAL CHARAC- 
TERS IN MORE THAN TWO ORDER. 

Any numerals may have a series consisting of tne same 
numerical letters, for instance, 111, 222, 333, 4444, 55555, 
88888888, etc. In these cases a special method is required, 
i.e., a connected word representing many of the same nu- 
merals. For this purpose a simple word is first made be- 
tween a character denoting number of the same numerals 
in a series and a character representing each numeral itself 



MEMORIZING NUMERALS. 



103 



in a series, as in the second table. Secondly, at the head of 
the simple word made in this way an adjective, " many," is 
added, then a connected word is composed ; for instance : 
"111" is three " l ? s," and the representing characters for 
them are " d " and " b," which are to be associated into a 
simple word, " debt." The adjective "many" being added 
before it, they compose a connected word, "many debts." 
Six "5's" are represented by the two characters, "s" and 
"c," or a simple word, "sack," and when the word "many" 
is added to it a connected word, " many sacks," is composed. 
Unless the adjective " many" be added to the simple word 
an error will instantly occur, that is, " d " and " b " in the 
first example may be mistaken for 31 instead of three " l's," 
i.e., " 111." But the adjective " many" avoids this difficulty, 
because this adjective is specially used for this case. 

TABLE IV. 



Original numbers . 
Representatives . . 

Connected word . 



Ill 


222 


3333 


11111 


555555 


6666666 


many 
db. 


many 
dt. 


many 
fd. 


many 
cf. 


many 
sc. 


many 
ps. 


many 
debts. 


many 
duties. 


many 
foods. 


many 
cuffs. 


many 
socks. 


many 
pistols. 



77777777 
many 

many 
gypsies. 



When the series of the same numeral characters of more 
than eight order is required to be memorized the same rule 
applies. For instance: fifteen " 5's," namely, are "15, 5," 
that are represented by "b, c c." In this case " c c " may 
be associated to form a simple word and " b " may be made 
an adjective, so as to form a connected word. The adjective 
" many" may again be put before the connected word. Thus 
" c c " compose a word, " cock," and " b " an adjective, 
" beautiful." A connected word formed by them is " beau- 
tiful cock," and the adjective " many" is added to it, and 



104 



MNEMONICS. 



" many beautiful cocks'* represents a series consisting of fif- 
teen " 5's." In another example eighteen " 7's" are repre- 
sented by " b, g p." They were first composed into a con- 
nected word, " big gypsies/' and again into " many big 
gypsies," another connected word which has two adjectives. 

For the present case another different method will be 
applied ; that is, three " l's" are represented by " dead bee," 
and four " 2 ? s" by " fine tea," and so on. 



B. TRANSFORMATION OF THE NUMERALS CON- 
SISTING OF ZEROS IN MORE THAN TWO 
ORDER. 

In the numerals in more than three order there may be 
numbers containing zeros in more than two order. In such 
cases the above method is applied. For instance, three zeros 
may be transformed into "d" and "r," "d" representing 
three and "r" representing zeros. These two representing 
characters are associated to a word, " deer," and a connected 
word, "many deer," represents " 000," and so on. 

TABLE V. 



Original numbers . 


000 


0000 


00000 


000000 


0000000 


00000000 


000000000 


Representatives . . 


dr. 


fr. 


cr. 


S r. 


pr. 


gr. 


n r. 


Connected word . j 


many 
deer. 


many 
fires. 


many 
cars. 


many 
surgeons. 


many 
pears. 


many 
girls. 


many 
nurses. 



F. TRANSFORMATION OF THE NUMERALS IN 
THE FOUR OR MORE ORDER. 

As already explained, the numerals in one and two order 
may all be transformed into simple words, and the numerals 
themselves may be called simple words. All numerals in 
three order may be transformed into connected words, and 
the numerals themselves may be called connected words. 



MEMORIZING NUMERALS. 105 

The numerals in more than three order cannot be trans- 
formed into simple or connected words, but they are changed 
into disconnected words, for they all include many simple 
or connected words. For instance : the numerals in four 
order include two simple words which have no relation to 
each other; those in five order include one simple and one 
connected word; those in six order include three simple 
words or two connected words ; those in seven order include 
two simple words and one connected word ; those in eight 
order include four simple words or two connected words and 
one simple word. They must be transformed into such simple 
or connected words as are equal to the disconnected words, 
as already explained, and to memorize the transformed parts 
they must be associated with each other by the linking or 
composing methods. In the following pages the numerals in 
more than three order are called the numerals in many orders. 

I. TRANSFORMATION. 

1. Special Rules Concerning Transformation of Numerals 
in Many Orders. 

1. Divide the numerals into simple words as much as 
possible. 

2. After the memorizer is accustomed to the application of 
the transformation he can use either simple or connected 
words by dividing numerals according to his desire. 

2. Examples, 
a. Transformation for Numerals in Four and Five Orders. 

1. Original numerals ... 59 42 
Disconnected words . . cane fatigue 

2. Original numerals ... 38 76 
Disconnected words . . dog pistol 



LO 


6 


MNEMONICS. 


3. 


Original numerals . . 


46 


35 




Disconnected words . 


fish 


doctor 


4. 


Original numerals . . 


90 


05 




Disconnected words . 


nourishment 


rice 


5. 


Original numerals . . 


10 


90 




Disconnected words . 


beer 


nourishment 


6. 


Original numerals . . 


50 


009 




Disconnected words . 


car 


rare ring 


7. 


Original numerals . . 


39 


348 




Disconnected words . 


dinner 


dirty fig 


8. 


Original numerals . . 


98 


000 




Disconnected words . 


negro 


many deer 


9. 


Original numerals . . 


67 


777 




Disconnected words . 


soaps 


many depots 


0. 


Original numerals . . 


530 


59 




Disconnected words . 


careless deer 


cane 



b. For Num 

1. Original numerals . 
Disconnected words 

2. Original numerals . 
Disconnected words 

3. Original numerals . 
Disconnected words 

4. Original numerals . 
Disconnected words 

5. Original numerals . 
Disconnected words 

6. Original numerals . 
Disconnected words 

7. Original numerals . 
Disconnected words 

8. Original numerals . 
Disconnected words 

9. Original numerals . 
Disconnected words 

10. Original numerals . 
Disconnected words 



erals in Six to Ten Orders. 





580 


057 






careless girls rare cap 






300 


52 


59 




dark rear 


cottage 


candle 




90 


000 


520 




nurse 


many deer cheap torch 




35 
doctor 


666666 




many sisters 






39 


000000 






dentist 


many surgeon 






464 


825 


78 




fine safe 


good teacher 


Pig 




998 


853 


970 




noble negro 


good cider 


new park 




300 


09 


000 99 




dark rear 


ring many deer noon 




9999 


000000 






many fan 


many surgeon 






209 


003 


05 07 




. terrible rain red radish 


rock orphan 



MEMORIZING NUMERALS. 107 

II. EXERCISE FOR MEMORIZING. 

This exercise should have been given under § 3 in the 
order of the explanation, but for convenience and to make it 
more easily understood it was inserted here. 

Associations in the present examples are the same as those 
of the simple and connected words included in a discon- 
nected word. They are formed by the linking and compos- 
ing methods. 



a. Associations of the Preceding Examples Transformed. 

1. The cane diminishes fatigue. 

2. A dog was shot with a pistol. 

3. The fish which a doctor likes to eat. 

4. There is nourishment in rice. 

5. Beer is nownshing. 

6. A man on a car had a rare ring. 

7. The dinner has a dirty fig. 

8. A negro hunts many deer. 

9. The soap was advertised in many depots. 
10. A careless deer was beaten with a cane. 



b. Associations Formed of the Example for the Numerals 
from Six to Ten Grades. 

1 . A careless girl with a rare cap. 

2. The dark rear of a cottage must be lighted by candle. 

3. A nurse looks at many deer under the light of a cheap torch. 

4. A doctor has many sisters. 

5. A dentist has many surgeons as friends. 

6. I saw in a store of fine safes a good teacher attending pigs. 

7. A noble negro was drinking good cider in the new park. 

8. In the dark rear they gave rings to many deer at noon. 

9. Many fans were given to the sick by many surgeons. 

10. In a terrible rain I went out to buy a red radish, and near a rock 
I saw an orphan. 



108 MNEMONICS. 

§ 2. — Transformation of Numerical Words Denoting- 
the Numeration. 
If the numerals required to be memorized have no decimals 
or fractions there seems to be no necessity of numerating, 
for we can easily tell how many orders they have by count- 
ing the representing characters. For example : one char- 
acter is in the order of units ; two characters denote the 
order of tens ; three characters are in order of hundreds ; 
four characters denote the order of thousands, and so on. 
Even in such a case, however, a long series of characters 
needs a routine, instead of numbering the characters one 
after the other in order to know their order. If you err in 
the numbering, the order is instantly mistaken. Therefore 
numerating is necessary, even in the numerals above the units. 
But when the numerals have decimals or fractions, to mem- 
orize them is practically useless, unless they are rightly 
numerated. Suppose there is a numeral, " 8990," which may 
be formed into a composed idea, "Ginger is brought by 
nurse." This association may easily recall the numeral, but 
it will be very difficult to memorize the orders of it, as when 
they may have such different orders,— 8,990 or 899.0 or 89.90 
or 8.990 or .8990. Thus, unless you know that the way in 
which the order of the numeral is memorized is the same as 
in memorizing the numerals themselves your memory has no 
value. The author, knowing this difficulty, suggests the fol- 
lowing method of numeration : 

A. TRANSFORMATION OF NUMERATION INTO 
LETTERS. 

1. Million is represented by " w." 

2. Thousand is represented by " m." 

3. Hundred is represented by "h." 

4. Unit is represented by " 1." 

5. Fraction is represented by " v." 



MEMORIZING NUMERALS. 109 

B. ORIGIN OF THE REPRESENTING CHARACTER. 

1. " W " is the first letter of the word wealth, representing 
the word million. The word million is first transformed into 
millionaire by adding transformation and again transformed 
into wealth by transformation by different words. This is 
taken for the representation of million. 

2. " M " is the Latin letter denoting a thousand, and this 
is taken for the representation of the word thousand by trans- 
formation by different word. 

3. " H " is the first character of the word hundred, and is 
selected as its representative. 

4. " L " is the first character of the word lowest. Unit is 
the lowest order of numerals above decimals ; therefore the 
word unit is transformed into the word lowest order by 
transformation by different word, in which " 1 " is selected 
to represent the whole. 

5. " V " is the third character of the word divisor. The 
word fraction is transformed into the word divisor by trans- 
formation by different words which are closely related to the 
denominator of the fraction, and the character " v " is selected 
to represent the whole. 



C. TRANSFORMATION OF THE REPRESENTING 
CHARACTERS OF NUMERATION INTO ADJEC- 
TIVES. 

These representing characters may be associated with every 
representing character of the numeral to compose a simple 
word. For instance, the representing characters of one 
million are " b " and " w," and they compose a word, " bow." 
For fifty million two hundred thousand there may be " c, r, 
w, t," composing two words, " car" and " water." The repre- 
senting letter of numeration may often be before two repre- 



110 



MNEMONICS. 



senting characters of the numeral to be associated with them r 
composing a connected word. In this case it must form an 
adjective. For instance, seventeen hundred twenty-one may- 
be " b, p, h, t, b," and for transforming them into a simple 
and connected word, " h " is first transformed into an adjec- 
tive, " heavy f then they compose the words " Baptist" and 
" heavy table." The adjectives made of the representing 
characters of the order are as follows : 



TABLE VI. 



Original word . . . 
Representatives . . 

Transformed word 



million. 


thousand. 


hundred. 


unit. 


w. 


m. 


h. 


1. 


worthy, 

wonderful. 


mad, 
merry. 


heavy, 

hard. 


large, 
long. 



fraction. 

v. 
violent, 
various. 



In the case of decimals the representative of the unit will 
be in the foremost position, and next will come that of the 
decimal. For instance, 25.33 will be "t, c, 1, d, d" and 
.582"l,c,g,t." 

In the case of fractions the representative of the unit will 
be in the foremost position, next will come the represen- 
tative of the numerator, next the representative of the frac- 
tion, and in the last the representative of the denominator. 
For instance, 25f will be " t, c, 1, d, v, f." These orders 
must not be altered. 



D. SIMPLE WORDS WHICH CONSIST OF COMBIN- 
ING THE REPRESENTATIVES OF THE NUMERA- 
TIONS AND THOSE OF THE NUMERALS. 

The following table gives an example of the simple words. 
The reader may make another table for himself which he 
may consider more conveniently according to the above ex- 
planation. 



MEMOKIZING NUMERALS. 



Ill 



*J 



. - r "S .2 
H o 



1b 



c 
* -8 

c o> o 

qj p» j, 

t» o >■ 



§•3 

O 3 



*5 

'So 



.5 >-• 



a Aa 

l«5 A -SI 

SB ► &SP 



g= -s^ tub bi,s, 



p a _r - .sf t, 



" * & 2 B 

o 5 ^ 2 5 



oj'S 

-~ 3 



o a ,3 S 



&»£. 



CD CC •— 



•S..ag 

o«ft 



* a* 

g-c-S 



*b 



Si 



re a . a S « 



"3 13 



J3 g'cS 
o r o es 



io 3 



si 






®<g -* 



eo g 



*T S > o to" 






rs * b 



5 b 

13 O «m 



«« h Pg -"■§«(- 



5-2 



«s a 



a j 

- * -a u" 

-wot, pa 

3° * 



4) OS *h 
.-5 CD O 



C ^ J3 S-3-- 

§■§ „ 2 b 5 

^3 ** 55 V- 



I* 

3 « 

p p. 



b-s -' § 3 ]> 



111 



. S"6 8 

•B V of £ 

« 03 4> C 

XI .CD O 

$ 2-B 

.3.3 .Q 



o o 

ts)C! 



-3b b g 
* fl « .2 » 

£ £ g -g s 



B^ 

c6*J -J 

£g n- 



~ CD <- 

— r £ •*» 



•3-d 
3 aj 



§5 



s -1 

■2.2 £ 

eg o <D 

H * CD 

•5 5 



•SP B. 

C CD 

O M 



O PS 



.2? o- 

C CD 

O M 



112 



MNEMONICS. 



-a 
g« 

rs -a 

3 3 


a* 


sfxTg 

||| 

o 


13 

a - 

-3 

C33 O 

-G 


a 
p" 


fa" * 

«CV,S 

lis 

S fa 

o 




"3 


3 


£"2 3 

a S 3 
o 


11 

*"a 
•1 


i 


CD +J 

is p.® 

CD M S 

3 iS ^ 
CD O 

3 


P . 

2 OJ 

S'3 

IS 


a 

>' 


- -i" ® 
-3 o £ 

13 E 

is o 


-P 

g*> 
H 

3 3! 


bi 


sEsJolP 


-3 

-3 3 


3 


ssa 




"3 
§00 

5-3 
3 £ 


bi 


a Ki 

c3 2 - 


= 1 


^ 




3 . 
O 00 


bi 


g'jf 


" 


,p,p .p 
o 


00 o 


60 


g p bfl 

bt es . 




5 


L c Sb.SP 

s 1 1 


00 a 


bo 


S,sS 
bog 


a* 


> 


^o 


■3 
1 = 


Pi 

-3 


«3" 

.£ S<° 
5. 2 .a 
p«— ' « 


"2 

-2.S 

"1 


3 
pi 


»6S 

a|l 
g.a?> 

ftp, 




"3 

§1 

5 


Pi 

5" 


3 


1.1 
^a 


^ 


ifl 

-1? 


3 . 
5"3 

IS 


Pi 

is 


a a" 
p.3 

^3 


£ o 

3 cS 
,0 


oo 


3 ■£ CO 

co co cj 


■3 S 

a g 

50 O 


3 


2 £1 

s = a 
lis 

E5 » u 
<" co 




"3 
£cD 

2-3 

-2 


m 

3" 


1 ».a 

2 so a 

3 3 a 


"3 5 

3 jr. 

50 a 


DB 


'?.£ "3 
* i s 

50 J! 5 

CO 

o 


gcd 

rS*p 

IS 


CO 

is" 


bo 3 
= r 3 
.S-g'P 

— CD .2 

§ is js 
i* -h 






• 




























-3 

g-* 

, 2' a 
£ c 

3 OS- 




? o 8 

3 -a -a 


"3 

1| 

~ 3 
lO o 


3 
c 


"3 oj a 

3 3 3 
3 S n 

o 




"3 

si 

2§ 


3 


pff-y 

3 § 2 

O -3 H 

a | 3 


1.1 

10 a 


is* 

o 


-Pi 
"53 "3 
- t. CO 

1 5 > 

s|S 

o 


p . 
o >o 

— a 
a a 




II 

is fa 

o 


'S 
5* 




ci'o'3 

•3 3-° 

2-3 fa 
— O 


is 

5 g 

th O 

■a 


3 


£®.5 

o 




"3 

03"* 
"S"3 

5 


S 


p 

taE 

3 3 

aa 

o 


12 


"S 


3 

o 


o ■* 

S"p 

I s 


is 


fa 

<£•= 
i^is 

fa 
o 


•3 

geo 

"3 — 

£ « 

3 53 
,3 


-3 


"3 5 


a* 

* 3 
10 o 


3 
-a 


S'g| 

o 




"3 

S2-3 


■3 

5' 


.£■53- a 

.2 3"3 

o 


1.1 

cS — 

60 a 


"3 


lii 

-a a-P 

o 


a . 

a § 


"3 

is' 


a is c 
■3; s ® 
"§12 !* 


■3 
g*i 

3 - 


~" 


CD 

- -.a 
o 


-3 
"3 £ 
3 £ 

OJ. O 


3 


hi* 

a a p 

•^ 3 *3 
O 




"3 
3^ 


a" 


"3 a "3 

a o3 


1.1 

os-r 

N a 


is 


ill 


3 . 
C CM 

~ a 
3 * 


is" 


•> 2 

!-"*— ■£ 

CD O t* 

"3 3® 
is is S 

3 


■3t3 


,3 


fa 
■"■§15 


■« £ 

3 $ 

- 3 

r-l 3 

,0 


a 


a 

o .3 

O -3 2a 

si 3 

P O 3 

J-°"^ 

O 




"3 

3 • 
co'-i 

il 

•s 


a" 


o _• 

111 


"'a 


is 




a . 

~ a 

3 * 


Is 


bo 

3 

CD ^2 




















^j 














-3 d 

cd (h 

£-3 

5 3 


fa 


bo 

- 3 
£ 3~'fa 

£ £ £ 

o = 2 

,-.0 3 

fa 
o 


"53 "53 

-1 
O 3 
* 2 


3 


®*.J 
ill 

S 3 h 

oo 




Ig 

c3 cd 

00 K 

11 




tT*r5 

S 2>a 
b l ti 

aas 

o 


1§ 

oja 

CD '3 

N P 


is 


T3 bx| 
3 = & 
||g 


3 2 
.2 ® 
^: 55 

3 1 


is" 


CD 

fa ^ 5 

MI 


^-v— ' 


00 


"— Y~ ' 


V-Y—/ 




s — v — ' 




W— ' 


rn 


1 v ' 


"— y—> 


ki 


' * ' 


<— v— ' 


m 


< — , — ' 




V 


















X 


c 




00 


CD 










"53 








"53 


> 




"S 


> 










O 


3 


■3 


O 
■S 


3 


"3 

o 




O 


"5 


"3 
O 


O 


"3 


u 


O 

is 


s 





a 




m 


iS 
CD 


"5 


G 


CD 




"3 


a 
o 


CD 


1 


p 

CD 
00 


•s 

CD 


"3 

a 


a: 


C 


bO 


p, 


Pi 

a 


M 


Pi 
O 


3 




bo 


— 
CD 


a 


.3° 


p 

93 


Ca 

3 


« 


g- 


3 


o 


X 


03 


o 


M 


CO 




O 


« 


cc 


o 


- 


CC 


O 


2^ 


X 




































P 










2 














5S 


















< 














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P 










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•J 








































P 










^ 














S 













MEMORIZING NUMERALS. 



113 



B. TRANSFORMATION OF NUMERALS, DENOTING 
THE ORDERS. 

I. NUMERALS ABOVE TEN THOUSAND. 
1. Example. 

1 687,950,000. 

2 2,000,920,000. 

3 39,582,500,000. 

4 525,380,000,000. 

5 230,090,000,000. 

6 58,735. 

7 590,370. 

8 5,000,035. 

9 90,030,703. 

10 15,520,937. 

2. Transformation. 



1. Original number . . 

Transformed words 

2. Original number . . 

Transformed words 

3. Original number . . 

Transformed words 

4. Original number . . 

Transformed words 

5. Original number . . 

Transformed words 

6. Original number . . 

Transformed words 

7. Original number . . 

Transformed words 

8. Original number . 

Transformed words 

9. Original number . . 

Transformed words 

10. Original number . . 

Transformed words 



. 687, million 950, thousand. 

. short gypsy wonderful nickname. 

. 2,00 0, million 9 20, thousand. 

. terrible roar red window tear. 

. 39, 58 2, million 5 00, thousand. 

. dinner cigar tall wicket 

. 525, 38 0, million. 



. careless teacher dog rowing. 

. 230, 09 0, million. 

. tall drunkard ring rowing. 

. 58, thousand 7 3 5. 

. careless gambler poor doctor. 

. 590, thousand 3 70. 

. careless nurse medicine 

. 5, million 000,0 



. cow many farmer 

. 90, million 030, 
. nice row right direction 
. 15, million 520, 

. bashful coward clean trunk 
8 



35. 

doctor. 
703. 



pink radish. 
937. 
new depot. 



114 MNEMONICS. 

N.B. — For memorizing numeration of numerals the memorizers should 
not transform more than one word denoting numeration in each series 
of them, because it is enough to memorize the numeration for a series of 
numerals if either one of the representatives of numeration is memorized 
with those of the numerals. 



3. Exercise for Memorizing. 

(This exercise is inserted here for the reason given in the exercise for 
memorizing numerals of many orders.) 

1. A short gypsy having a wonderful nickname. 

2. A man making a terrible roar by a red window had a tear in his- 
eye. 

3. After dinner I smoke a cigar near a tall wicket. 

4. A careless teacher with his dog went rowing. 

5. A tall drunkard wearing rings was rowing. 

6. The careless gambler was formerly a poor doctor. 

7. A careless nurse who went to buy medicine was in the park. 

8. Cows owned by many farmers were treated by a doctor. 

9. A nice row in the right direction while eating & pink radish. 
10. A bashful coward received a clean trunk in new depot. 

4. Kecollection of Numeration. 

When we want to recollect the order of the numerals we 
reckon the number of representing characters from right to 
left; starting at the representative character of numeration, 
the first character will denote units, the second tens, etc., in 
relation only to the representative character of numeration. 
For example, we have the idea — " A man making a terrible 
roar by a red window had a tear in his eye." We extract 
the representative characters and find t, r, r, r, w, n, t, r, or 2, 
0, 0, 0, million, 9, 2, 0. 

To recollect the order we start at the representative char- 
acter of numeration, which is " w " in this case, and count to 
the left, units, tens, hundreds, thousands, which gives us two 
thousand million. 



MEMOKIZING NUMERALS. 



115 



II. NUMERALS IN FOUR ORDER OR LESS AND 
THOSE WITH FRACTIONS OR DECIMALS. 

1. Example. 

1 9,735.90 

2 1,696.12 

3 . . . 639.87 

4 58.32,5 

5 3.78,9 

6 0.69,75 

7 0.09,92 

8 0.00,38,2 

9 350 T \V 

10 9f 



1. Original number . 
Transformed words 

2. Original number . 
Transformed words 

3. Original number . 
Transformed words 

4. Original number . 
Transformed words 

5. Original number . 
Transformed words 

6. Original number . 
Transformed words 

7. Original number . 
Transformed words 

8. Original number . 
Transformed words 

9. Original number . 
Transformed words 

10. Original number . 
Transformed words 



2. Transformation 
. 9, thousand 7 35.9 

, new import dirty cane 

. 1, thousand 6 96. 12 

. beautiful museum nest bat 



6 hundred 3 
small head 
58. unit 
cheap glove 
3. unit 



9. 



87 



dealer 
unit 6 9, 



noble gypsy 

325 

dirty teacher 

7 8, 9 

pure ginger-ale. 



75 



. large snake package 
. unit 9, 9 2 

nuts 

3 8,2 



large ring 

unit 0, 

long arrow dirty gate 

3_ 50. unit 3 7 fraction 1 20 

dirty car large depot vibration trip 

9. unit 5 fraction 8 

inlet clean vegetable 



116 MNEMONICS. 

3. Exercise for Memorizing. 
(This is inserted here for the reason given in the preceding exercise.) 

1. Among new imports there was a dirty cane. 

2. I saw in a beautiful museum a nest of bats. 

3. I met a man of small head who was a noble gypsy. 

4. A cheap glove worn by the dirty teacher. 

5. The dealer has a pure ginger-ale. 

6. A large snake in package. 

7. One who wears a large ring eats nuts. 

8. A long arrow found in a dirty gate. 

9. Because a dirty car to a Zar#e depo^ had vibration I gave up the 
trip. 

10. In the inlet clean vegetables are found. 

4. Kecollection of Numeration. 
In this case the numeration above from unit will be reck- 
oned as already explained. To recollect the order of deci- 
mals, the representing character must be reckoned behind the 
unit; when a fraction has an integral number, to recollect 
the order of the numerator it should be reckoned behind the 
unit, and the denominator behind the representative of the 
fraction. Thus, if there be two representatives behind the 
unit and before the representative of the fraction, the numer- 
ator is in ten order ; if there be two behind the fraction, the 
denominator also is in ten order. 

§ 3. — Exercise in Memorizing Numerals. 

Concerning the transformations of several preceding cases 
the following conclusions will be given for the readers' conve- 
nience : 

I. The numerals in one and two orders are all transformed 
into simple words. 

11. The numerals in three orders are transformed into con- 
nected words. 

III. The numerals in more than three orders are trans- 
formed into a disconnected word. 



MEMORIZING NUMERALS. 117 

IV. Every representing character of every numeral is 
transformed into simple and connected words, combining 
with each representing letter of numeration. 

V. In the transformation of the numerals numerated the 
representing letter of the order takes a position as a numeral, 
and then the number of the characters representing numerals 
always increases by one. Therefore numerals of three order 
have four representing characters and those of four order 
have five, and so on. Thus, they being transformed into 
simple or connected or disconnected words, the exercise in 
the present case follows the same routine as that of the pre- 
ceding part. 

A. MEMORIZING NUMERALS BY THE REGISTERING 

METHOD. 
1. Examples. 



(1) 3 5 9. 


(6) 9 8. 


(11) 3.9 


(16) 7 6 6. 


(2) 4 5. 


(7) 5.6 


(12) 4 6 8. 


(17) 9 6 7. 


(3) 9 0. 


(8) 9 2 5. 


(13) 8. 


(18) 3 8 3. 


(4) 2.8 


(9) 3 9 9. 


(14) 1 9. 


(19) 7 7 7. 


(5) 2 2 2. 


(10) 9. 


(15) 5 9 8. 


(20) 5.1 



N.B. — Transformation of these numerals into simple or connected 
words already given is referred to the association. 

2. Eegister. 
ba, be, bi, bo, bu, ca, ce, ci, co, cu, da, de, di, do, du, fa, fe, fi, fo, fu. 







3. Kegistration. 


1. 


(Baby— dirty cane) 


A baby plays with a dirty cane. 


2. 


(Beggar — fine rock) 


A beggar sitting on s.jine rock. 


3. 


(Bill — new arrow) 


A bill for a new arrow. 


4. 


(Bone — thin leg) 


Bone of a thin leg. 


5. 


(Bull — many dots) 


Bull has many dots on his skin. 


6. 


(Cat — negro) 


A cat owned by a negro. 


7. 


(Ceiling — clean ulster) 


The ceiling covered with clean ulster's cloth, 


8. 


(Cider — new teacher) 


Cider is liked by my new teacher. 


9. 


(Comb — dirty nun) 


A comb owned by dirty nun. 


10. 


( C ucumber — knee) 


A cucumber is on my knee. 


11. 


(Date — dirty linen) 


The date wrapped in dirty linen. 



118 MNEMONICS. 

12. (Deer — fine sugar) The deer was eating fine sugar. 

13. (Diver — age) A diver's age. 

14. (Dog — bank) A dog on the bank. 

15. (Dummy — clear night) 1 met a dummy in a clear night. 

16. (Face — poor sisters) Faces of the poor sisters. 

17. (Fence — new soap) Fence where new soap was found. 

18. (Fighting — dirty guides) I saw the fighting of the dirty guides. 

19. (Pox — many dippers) A fox was shot by a man carrying many 



20. (Fur — careless laborer) Fur owned by a careless laborer. 

4. Explanation of the Begisteation. 
The explanation of the transformation of numerals and 
the associations applied are left to the reader's self study. 

B. MEMORIZING NUMERALS BY LINKING METHOD. 
1. Examples. 
The preceding examples are borrowed for the present purpose. 

2. Linking. 

1. A dirty cane was left near a fine rock. 

2. A fine rock was shot by a new arrow. 

3. The new arrows carried by a man with thin legs. 

4. A man of thin leg with many dots on his clothes. 

5. Many dots were made by a negro. 

6. A negro wearing an ulster. 

7. Ulster worn by my new teacher. 

8. My new teacher loves a dirty nun. 

9. A dirty nun injured on the knee. 

10. The knee was covered by a dirty linen. 

11. Dirty linen wrapping fine sugar. 

12. Fine sugar ordered by a man of age. 

13. The man of age was a banker. 

14. A banker was walking on a clear night 

15. A clear night when the poor sisters were singing. 

16. The poor sisters bought new soap. 

17. New soaps left by a dirty guide. 

18. The dirty guide has many dippers. 

19. The many dippers made by a careless laborer. 

N.B — The explanations of association applied in the above cases are 
all left to the reader. 



MEMOKIZING NUMERALS. 



119 



O. MEMORIZING THE NUMERALS BY COMBINED AP- 
PLICATION OF REGISTERING-, LINKING, AND 
COMPOSING METHODS. 

1. Examples. 

1 49,825.90,01 

2 99,990.00,12 

3 3.92,5 

4 775,300.00,1 

5 5,389,376. 

6 500,000.99,1 

7 035,75 

8 100 ft 

9 3.90,92 

10 0.00,03,5 



2. Transformation. 



1. Original number . . 

Transformed words 

2. Original number . . 

Transformed words 

3. Original number . . 

Transformed words 

4. Original number . . 

Transformed words 

5. Original number . . 

Transformed words 

6. Original number . . 

Transformed words 

7. Original number . . 

Transformed words 
Original number . . 

Transformed words 
Original number . . 

Transformed words 
10. Original number . . 

Transformed words 



8. 



9. 



. 49, thousand 


8 2 5. 9 0,0 1. 


. fine name 


good teacher , nurse ribbon 


. four 9's 


0. unit 0, 1 2. 


. many fans 


rich lord red boat. 


. 3. unit 9 


2 5. 


. dreadful lion 


teacher. 


.775, 


m 3 0. 0,1. 



. poor package mad drunkard rarity robber. 

• 5,w3 8 9, 3 76. 

. cool woods good Indian pistol. 

.50 0, three 0's. unit 9 9, 1. 

. cruel arrow many deer linen noble. 

. unit 3 5, 7 5. 

. large duck 

; 100 

. beautiful arrow large toad valuable cerate. 

. 3. unit 9 0, 9 2. 



unit 2 3 fraction 5 0. 



dry linen 
unit 0, 



rich nuts. 
3, 5. 



large 



red duck. 



120 MNEMONICS. 

3. Associations of Transformed Words by Linking and 
Composing Methods. 

1. One who has a, fine name as a teacher rewarded a nurse with ribbon. 

2. Many fans purchased by a rich lord were carried away on a red 
boat. 

3. A dreadful lion bit a teacher. 

4. The poor package carried by a mad drunkard contained a rarity 
which, was stolen by a robber. 

5. In a cool woods a good Indian was shot with a pistol. 

6. Cruel arrow shot many deer. The many deer were attended by 
a boy wearing Zmew clothes. The linen was given by a nobleman. 

7. A large duck in & package. 

8. By a beautiful arrow one killed a Janjre toad. The toad turned 
out to be cerate. 

9. Dry linen wrapping rich nuts. 
10. A large arrow hit a red rfwcA;. 

4. Kegistration of all Series by Kegistering Method. 

a. Register. 

a, b, c, d, e, f, g, h, i, j. 

b. Registration. 

■ 1. (Ale — fine name) Ale is made by men of fine name. 

2. (Bee — many fans) Bee flying around the many fans. 

3. (Ceiling — dirty linen) The ceiling is covered by dirty linen. 

4. (Doctor — poor package) A doctor brought a. poor package. 

5. (East — cool woods) East is surrounded by cool woods. 

6. (Fool — cruel arrows) Foo% is not afraid of cruel ay^rows. 

7. (Gate — large duck) In gate I caught a large duck. 

8. (Hat — beautiful arrow) Hat was shot by beautiful arrow. 

9. (Ice — dry linen) Ice packed in a dry linen. 

10. (Joker — large arrow) A joker carrying a large arrow. 

N.B. — When it is required to memorize such numerals as the pre- 
ceding example from dictation one must first prepare the register; 
secondly, associate the first word of first series with the register ; thirdly, 
associate the words included in the first series with each other, and next 
go to the second series and so on. 



MEMORIZING NUMERALS. 



121 



6. Simple Application of Registering Method without Aid of 
Other Methods to the Present Examples. 

a. Selecting the Register. 

It is clear enough at a glance that each series includes 
simple or connected words not more than five in number, and 
there are ten series. The register for this case requires the 
words of ten series, each series consisting of five words. 
The following register will satisfy the points required : 



1. ba, be, bi, bo, bu. 

2. ca, ce, ci, co, cu. 

3. da, de, di, do, du. 

4. fa, fe, fi, fo, fu. 

5. ga, ge, gi, go, gu. 



Register. 

6. ha, he, hi, ho, hu. 
7- ja, je,ji, jo, ju. 

8. ka, ke, ki, ko, ku. 

9. la, le, li, lo, lu. 

10. ma, me, mi, mo, mu. 



1. (Baby — fine name) 

2. (Bee — good teacher) 

3. (Bible — nurse) 

4. (Bone — ribbon) 



c. Registration. 

FIRST SERIES. 



Baby has &Jine name. 
Bee stings the good teacher. 
Bible owned by a nurse. 
Bone fastened with a ribbon. 



1. (Cat — many fan) 

2. (Cellar — rich lard) 

3. (Cider — red boat) 



SECOND SERIES. 



Cat playing with many Jans. 

Cellar keeps rich lard. 

Cider is brought in the red boat. 



1. (Date— dirty linen) 

2. (Deer — teacher) 



THIRD SERIES. 



Dates wrapped in a dirty linen. 
Deer is watched by teacher. 



1. (Fan — poor package) 

2. (Pence — mad drunkard) 

3. (Fire— rarity) 

4. (Fox — robber) 



FOURTH SERIES. 

Fan is wrapped in a poor package. 
Fence damaged by a mad drunkard. 
Fire burned a rarity. 
Fox killed by a robber. 



122 



MNEMONICS. 



FIFTH SERIES. 



1. (Gate — cool woods) A gate is in the cool woods. 

2. (Gentleman — good undertaking) Gentleman starts a good undertaking. 

3. (Giant— pistol) Giants had a pistol. 



1. (Hare — cruel arrows) 
2 (Head — many deer) 

3. (Hill— linen) 

4. (Horse — noble) 



SIXTH SERIES. 

Hare is shot with cruel arrows. 
Heads of many deer. 
On the hill I saw heavy linen. 
A horse owned by a noble. 



1. (Janitor — large duck) 

2. (Jewel — package) 



SEVENTH SERIES 



Janitor bought a large duck. 
Jewels found in a package. 



EIGHTH SERIES. 

1. (Kangaroo — beautiful arrow) A kangaroo was killed by a beautiful 

arrow. 

2. (Kettle — large toad) Kettle is put on large toad,. 

3. (Kitten — valuable cerate) A kitten carried out a valuable cerate. 



1. (Lamb — dry linen) 

2. (Lieutenant — rich nuts) 



NINTH SERIES. 



Lamb covered with a dry linen. 
Lieutenant ate rich nuts. 



1. (Map — large arrow) 

2. (Menagerie — red duck) 



TENTH SERIES. 



Maps were broken by a large ai-row. 
In menagerie I saw a red duck. 



MEMORIZING FOREIGN LANGUAGES. 123 



CHAPTER II. 

MEMORIZING FOREIGN LANGUAGES. 
§ 1. — Special Rules for Transformation. 

The several rules for transformation of disconnected words 
are, of course, applicable to the foreign languages. But there 
are also some special rules which, together with the general 
rules, will be stated as follows : 

Rule I. — Unfamiliar foreign words must be transformed 
into simple, connected, or disconnected familiar words, the 
transformation by identical or analogous sounds being mostly 
applied. 

Rule II. — In the transformation of foreign words with 
many syllables or letters, if you can find one or more familiar 
words consisting of many syllables or letters, first separate 
them from each other by dividing transformation, and trans- 
form the rest in the order of their prominence and length. 

Rule III. — In the transformed words it is generally well 
to have as close a relation to the meaning of the original 
foreign words as possible. 

Rule IV.— In the course of transformation if one whole 
familiar word cannot be found which is similar in sound to 
the whole or part of the given foreign word, the sound of 
only the first syllable of some familiar word or a connected 
sound consisting of the first syllables of two or more familiar 
words will be applied to the given foreign words to imitate 
the sound. 

Under these rules there are some different cases, as follows : 



124 MNEMONICS. 

Examples. 

1. Japanese word "keng," which means "sword," is transformed 
into "cane," which is a whole English word similar in sound to the 
original word. 

2. Japanese word " mong," which means "gate" in English, is trans- 
formed into the sound "mong," which is first syllable of the word 
"monger." The sound "mong" to represent the word "monger" was 
selected, applying the transformation by selected letter. 

3. Japanese word "yujin," which means "friend" in English, is 
transformed into a disconnected word "ewe" and "gin," in which the 
connected sound coincides with that of the original word, the transforma- 
tion by identical sound being applied. 

4. The Japanese word "seiteng," which means "fine weather" in 
English, is transformed into the sound "sa-ten," formed by a connection 
with the first syllables of two words, "sable and tenant." The sound 
" sa-ten" represents the two words, " sable and tenant," by the represent- 
ing transformation. 

Rule V. — If, however, some foreign words cannot be 
transformed into familiar words by the application of the 
preceding rules, the sound consisting of one or more of the 
beginning or the ending letters of an English word or a con- 
nected sound of those of two or more English words will be 
applied to imitate the sound of the given foreign word. 

N.B. — In application of the above rule, the sound of the letter in 
the beginning of a word is preferred to that of the ending. 

Examples. 

1. The German word " Gedicht," which means " poem" in English, 
is transformed into a connected sound, " ga-di-hit," consisting of the first 
two letters of the words " gay" and " dignity" and of the word " hit." 

2. The Eussian word "netsuka," which means " thread" in English, 
is transformed into a connected sound, "nee-ts-ka," consisting of the 
first three letters of the word " needle," and of the last two of the word 
" fruits," and of the first two of the word " cart." 

Rule VI. — If the transformed words can be understood 
by each memorizer, it will be enough, however abnormal the 
changes may be. 



MEMORIZING FOREIGN LANGUAGES. 125 

Origin of the Preceding Special Rules. 

The preceding rules for memorizing unfamiliar foreign 
languages are based upon the similarity of the sound elements 
of the several languages. However much the languages may 
differ from each other, the single original sounds composing 
them are almost the same throughout the world. If we 
analyze any language on earth into single individual sounds, 
we will find that there are at most about one hundred 
original sounds which can be uttered by the organ of the 
human being, though there is some difference, either great or 
small, in these sounds when uttered by the same vocal organs 
in the different portions of the world. Therefore, although 
there are a great many different languages used in the world, 
it is very evident that they are composed by different arrange- 
ment and combination of the same single original sounds, 
with a few exceptions, some original sounds of one language 
not being used in another. What are these single original 
sounds? There are two different kinds of sound, — that of 
the consonants, which are uttered by each vocal organ with- 
out the aid of the other vocal organs, and that of the vowels, 
which are uttered naturally by a human being without a 
special act of the vocal organs. These simple original sounds 
can never again be divided, however earnestly we may try. 
For instance, the word " act" may be divided for the simple 
original sounds, " a-c-ts," which are uttered by different vocal 
organs, that is, "a" is uttered naturally without a special act 
of the vocal organs, " c " by the aid of the throat, and " ts " 
by the tongue with the palate. The word " hunt" may be 
divided for the simple sounds " h-u-n-t," which are uttered 
by the vocal organs, the throat, the nose, and the tongue, with 
the palate. 

But these simple original sounds cannot again be divided 



126 MNEMONICS. 

into smaller sounds by our knowledge, and as these are 
generally used everywhere throughout the world, it will be 
understood that the several languages are similar to each 
other in regard to their original sounds. The sound " acts" 
in the preceding example coincides with the Japanese words 
"ac" and "tsu," which mean "bad" and "shore/' and the 
sound " hunt" coincides with the Japanese word " hant," 
which means " territory" in English. 

Examining as to how many simple original sounds there 
are in English, — that is to say, how many different kinds of 
vocal utterances are used in the pronunciation of the simple 
original sounds of the language, — we easily find that there 
are not more than about forty. The simple original sounds 
in English include twenty-one consonants and some other 
combined consonants, as " th," " ch," " sh," " wh," " ng," etc., 
and five vowels, each of which can be uttered in two differ- 
ent ways, either long or short; of course, some of them 
have different and more simple original sounds. For another 
example, Japanese letters will be taken which are not real 
simple consonants, such as those in English, but the five 
vowels also are real simple original sounds. All of the Jap- 
anese consonants have compound sounds with one of the 
vowels, so their number is just seventy-five. But if we 
analyze them for real simple original sounds it will be easily 
found that there are twenty simple original sounds, the five 
vowels being taken together. Consequently, the following 
definition can be given : 

I. Every language consists of simple and original sounds 
which are the same throughout the world. 

II. The simple original sounds are not over fifty at the 
most. 

III. The difference of the languages comes only from 
the difference of the arrangement and combination of the 



MEMOKIZING FOKEIGN LANGUAGES. 127 

series of the simple original sounds. For this reason, if 
any language is analyzed for its simple original sounds, the 
uniformity will be found which is the foundation of the 
special rules for transforming unfamiliar languages. In 
many cases a series of two or three simple original sounds 
will have a general similarity in all the languages of the 
world, and sometimes a series of more than three single 
original sounds will have the same similarity, and, therefore, 
while a series of certain single original sounds may corre- 
spond to one word in one language it may be a syllable in 
another. Accordingly, a series of some single original 
sounds of a language which is not familiar to us will be 
made to coincide with it, applying transformation by the an- 
alogous sound. 

§ 2. — Transformation and Association. 

In order to memorize at the same time both the pronun- 
ciation and the meaning of an unfamiliar foreign word two 
associations must be formed. The first association is formed 
of two or more words transformed from one foreign word, 
and the second between the first association and the meaning 
of the original word. Thus, forming two associations, a rec- 
ollection of the pronunciation instantly recalls the meaning, 
and that of the meaning recalls the pronunciation. There- 
fore the following three courses will always be followed : 

1. Transformation of unfamiliar foreign languages. 

2. Association between transformed words from one origi- 
nal word. 

3. Association between the preceding association and the 
meaning of the original foreign language. 

If for transforming one unknown foreign word only one 
familiar word is applied, the second of the preceding three 
courses will be discarded from the practical application. 



128 



MNEMONICS. 



A. TRANSFORMATION OF JAPANESE LANGUAGE. 
TABLE YIIL 



Original word .... 


ichi. 


ni. 


san. 


shi. 


go. 


roku. 


Transformed word . 


itch. 


knee. 


sun. 


sea. 


gold. 


rock. 


Meaning 


one. 


two. 


three. 


four. 


five. 


six. 


Original word .... 
Transformed word . 




hachi 


ku. 


ju. 






sea chick. 


hatchet. 


cool. 


Jew. 






Meaning 


seven. 


eight. 


nine. 


ten. 











B. ASSOCIATION. 

(Or Table YIIL) 

(Itch — one) The itch is not good for one. 

(Knee — two) The knees are two in number. 

(Sun — three) The sun shines some days. 

(Sea — four) A/oe escaped over the sea. 

(Gold — five) Some gold to buy cakes. 

(Kock — six) The rocks are small in their size. 

(Sea-chick — seven) I have seen a sea-chick seven times. 

(Hatchet — eight) A hatchet injured an aged man. 

(Cool — nine) Cool water is good for an injured knee. 

(Jew — ten) A Jew bought some beer. 

( Vide ut supra for the transformed words of numerals.) 



(Oi 

1. (Mizzle — water) 

2. (Some, sack — cold) 

3. (Sea, moss — frost) 

4. (Ewe, key — snow) 

5. (Tomb of Dutch— friend) 

6. (Catarrh — shoulder) 

7. (Key, oar, die — brother) 



Table IX.) 

Mizzle is also water. 

I took some sacks on a cold day. 

Frost whitened the seashore covered by 

■moss. 
A ewe and key lost in the snoio. 
I went with my friend to look at a to?nb 

of the Dutch. 
I have catarTh in the shoulder. 
My brother saw a man in the water 

with a key and an oar in his hand 

who was about to die. 



MEMORIZING FOREIGN LANGUAGES. 



129 



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130 



MNEMONICS 



8. (Cow — face) 

9. (Cool, cheese — mouth) 
10. (Sea, row — white; 



11. (Middling — green) 

12. (Yesterday — picture) 

13. (Mist, aconite — capital) 

14. (Bee, ointment — hospital) 



15. (Gimlet — cold, bank) 

16. (She, buy— theatre) 

17. (Mud — window) 

18. (Amen — rain) 

19. (Mats, levee — holiday) 



20. (Hillock— open) 

21. (Took, yesterday- 



-desk) 



of 



22. (Smith— ink) 

23. (Knee, kite -upstairs) 

24. (Ewe, hand — supper) 

25. (Boon, ten — grammar) 

26. (Lake, sea — history) 

27. (Sue, gargle — mathematics) 



28. (Cheat— blood) 

29. (Shoe, key, owner- 



Face of cow. 

A cool cheese in the mouth of a jar. 

Sea rowing is dangerous because 

white caps. 
The middling shade of green. 
A picture was bought yesterday. 
I went to capital on a misty day and 

bought aconite. 
A hospital having some sick persons 

stung by a bee prepared a great deal 

of ointment. 
I went to the bank to get money to buy 

a gimlet on a very cold day. 
She went to bug a theatre. 
The window was spoiled by mud. 
An insane man said amen in the rain. 
On a holiday mats were prepared to use 

at a levee. 
In the open day a hillock was seen. 
With five cents I went in quest of a 

desk. 
I saw a smith buying ink. 
I injured my knee while flying a kite 

upstairs. 
For stepper we had ewe and I cut my 

hand. 
A boon of ten grammar books. 
That a lake became a sea is clear in 

history. 
I spoiled my suit making a gargle for 

a mathematician. 
To cheat is in the blood. 
religion) The shoe and key having no owner is 

found by a religionist. 
Terra cotta was used for the church. 



30. (Terra— church) 

N.B. — To the other foreign languages the same method maybe applied. 
It is superfluous to give examples of Latin, Greek, French, German, 
Hebrew, Chinese, Spanish, Eussian, Italian, etc. 



MEMORIZING FOREIGN LANGUAGES. 131 

§ 3. — Analysis of the Association and Explanation. 

1. Explanation of transformation of the foreign languages. 

2. Explanation of the association between the transformed 
parts of a foreign word. 

3. Explanation of the association between the preceding 
association and the meaning of the original word. 

4. And the analyses of the associations thus formed are 
necessary parts of the study for training in this system. 
This is, however, left to the reader's self-examination, which 
he should conduct after the examples given in the exercise of 
the registering method. (Chapter I., Part II.) 

§ 4. — Application of the Registering", Linking", and 
Composing" Methods for Memorizing- Foreign 
Languages. 

When it is necessary to memorize numerous foreign words 
at one time the author's experience shows that the regis- 
tering method is most applicable. That is, when only the 
pronunciations of many words are required to be memorized, 
the associations formed between the transformed parts of 
each word should be registered one after another. When 
both pronunciations and meanings of many words are re- 
quired to be memorized there are two methods : one is to 
associate the meaning of the word with the association formed 
between the transformed parts of each word, and then to 
register either the former or the latter ; the other method is 
to register the latter into the first word of the register and 
the former into the second word of the register, thus remov- 
ing the possibility of mistaking the order of the pronuncia- 
tion and meaning. The foreign words may, of course, be 
memorized by the linking and composing methods, but in 



132 MNEMONICS. 

the author's experience the registering method is found to be 
most convenient. 

The foreign sentence may be memorized by the same 
method as the English sentence. This method is explained 
in the next chapter, and to it the readers are referred. The ap- 
plications of the registering, linking, and composing methods 
are omitted for the readers' self-exercise. 



MEMORIZING SENTENCES. 133 



CHAPTER III. 

MEMORIZING SENTENCES, INCLUDING SPEECH 
AND LECTURE. 

A sentence (including speech and lecture) is an expres- 
sion of some facts or thoughts by a series having a certain 
length, formed by the connection of a certain number of 
simple, connected, or disconnected words. As it is clear 
enough that the sentence, however long it may be, includes 
none but simple, connected, or disconnected words, there is 
no doubt that a longer sentence may be individually memor- 
ized in the same manner as in memorizing words. But to 
memorize each part of a paragraph which consists of hun- 
dreds or thousands of these words without any omissions, 
regardless of their importance, is great labor and of little 
effect. It is enough to memorize the most important parts 
of a sentence, and there exists no necessity to memorize each 
part. The present method cannot be adopted for memoriz- 
ing all the words of a sentence, but it presents a most practi- 
cal method by which each important part of a long sentence 
or speech is caught and associated as it is heard or seen. 
There is, however, an exception. As the sentences by famous 
authors are excellent in their every word, these furnish 
models for the beginner, and the purpose of memorizing such 
sentences may often be different from that of memorizing a 
common sentence. 

The memorizer may want to preserve them in his brain 
and recite them as he is required for the benefit of his friends. 
To memorize them is to memorize the whole word, not to 



134 MNEMONICS. 

memorize their essentials only. For such sentences several 
methods are adopted to memorize their whole word individu- 
ally. In the following explanation the former class of sen- 
tences is called the first class and the latter the second class. 



§ 1.— Rules. 

I. The sentences of the first class may be memorized by 
catching some important parts, selected by representing trans- 
formation, which one thinks to be comprehensive enough to 
represent the significance of certain parts of the sentence. 

II. The sentence of the second class may be memorized, 
first, by extracting the first words of each section and by 
associating them into a register, and secondly by associating 
the whole words in each section by the linking or composing 
methods, or by reciting one phrase after another in each 
section. 

III. The register to be used under the present method 
may more conveniently be taken from the titles given to the 
sentence, or the name of the author, or certain words in the 
beginning. 



§ 2. — Exercise in Memorizing* Sentences. 

A. OF THE FIRST CLASS. 

The method of memorizing speeches and lectures is just 
the same as for memorizing sentences of the first class, there- 
fore the same process is applied to them. Here an example 
of sentences is given. The reader may improvise other kinds 
of sentences. 



MEMOBIZING SENTENCES. 135 

1. Example. 

1. Sentences to be Memorized. 

"The grief that universally pervaded all classes at Missolonghi on 
the announcement of his death would be as difficult as superfluous to de- 
scribe. No honor that could be devised was too great to be lavished on his 
remains. At Salona, where the Congress had assembled, his soul was 
prayed for in the church ; after which the whole garrison and the citizens 
went out into the plain, where another religious ceremony took place 
under the shade of the olive-trees. This being concluded, the troops fired, 
and an oration, full of the warmest praise and gratitude, was pronounced 
by the High Priest." (A paragraph in the "Life of Lord Byron.") 

2. Method to be Applied. 

In memorizing sentences the registering method is most 
convenient to be adopted, in the author's experience. The 
example given above is not very long, so a register consisting 
of fifteen words seems to be sufficient, as follows : 

3. Eegister. 
a, b, c, d, e, f, g, h, i, j, k, 1, m, n, o. 

4. Association. 



1. Ape having a great grief on the death of its ] 

offspring. \ 

2. Beans with the grease (Greece). J 

3 Ceiling was made by an artist of great honor. ~) „ , 

s J & V Second sentence. 

4 Deer's dead baby was found. J 

5. Ear of saloon keeper was hurt. 

6. Fox don't listen to prayer. 

7. Gin is liked by soldiers. 

8. Hat fashioned among citizens. 

9. Iron mine discovered in a plain. 

10. No joke in the religious ceremony. 

11. Kittens playing in the shade of olive-trees. 



} 



First sentence. 



Third sentence. 



- Fourth sentence. 



136 MNEMONICS. 

12. Lion in dread of troops. 

13. A man fired a gun. 

14. Name of one who made an excellent oration is 

not unknown. 

15. Overcoat worn by a High Priest. 



Fifth sentence. 



5. Abridged Explanation of the Association of Ideas. 

1. The phrase, "The grief that universally pervaded all classes on 
announcement of his death was such as is difficult to describe," is repre- 
sented by a connected word, "great grief on death," under the rule of 
transformation by different words. 

2. The subject of the grief being " Missolonghi," — that is, Greece, — 
it is transformed into " grease" by representing by different words. 

3. The phrase, " No honor that could be devised was too great to be 
lavished on" is represented by a different word, " greatest honor." 

4. The subject of the honor being "his remains," it is represented 
by a different word, " dead body." 

5. ' ' Salona' ' is transformed into ' ' saloon" by changing transformation. 

6. The word " prayer" is extracted to represent the phrase, " his soul 
was prayed for in the church." 

7. " Garrison" is transformed into a different word, "soldier." 

8. " Citizens" has no transformation. 

9. " Plain" has no transformation. 

10. " Keligious ceremony" has no transformation. 

11. "Shade of olive-trees" has no transformation. These five simple 
words extracted, "soldier," "citizen," "plain, "and "religious ceremony." 
and a combined word, " shade of olive-trees," represent the phrase, " after 
which the whole garrison and citizens went out to the plain, where 
another religious ceremony took place under the shade of the olive-trees." 

12. " Troops" has no transformation. 

13. " Eired" has no transformation. These two words extracted repre- 
sent the phrase, " This being concluded, the troops fired." 

14. The phrase, "an oration, full of the warmest praise and grati- 
tude," is represented by a combined word, "excellent oration." 

15. "High priest" has no transformation. The two words extracted 
represent the phrase, "an oration, full of the warmest praise and grati- 
tude, was pronounced by the High Priest." 



MEMORIZING SENTENCES. 137 

2. Example. 

1. Sentence to be Memorized. 

"The fireplaces were of a truly patriarchal magnitude, where the 
whole family, old and young, master and servant, black and white, — 
nay, even the very cat and dog, — enjoyed a community of privilege and 
had each a right to a corner. Here the old burgher would sit in perfect 
silence puffing his pipe, looking in the fire with half-shut eyes, and 
thinking of nothing for hours together; the good wife, on the opposite 
side, would employ herself diligently in spinning yarn or knitting 
stockings. The young folks would crowd around the hearth, listening 
with breathless attention to some old crone of a negro, who was the 
oracle of the family, and who, perched like a raven in a corner of the 
chimney, would croak forth for a long winter afternoon a string of in- 
credible stories about New England witches, grisly ghosts, horses with- 
out heads, hairbreadth escapes, and bloody encounters among Indians." 
(" Knickerbocker's History of New York," by Washington Irving.) 



2. Selection of a Register. 

A register which has some relation to the sentence is pre- 
ferred, as follows : 

k, n, i, c, k, e, r, b, o, c, k, e, r, h, i, s, t, o, r, y. 



N.B. — As has already been explained under the chapter on registering 
method, the perfect register should be such as does not include two iden- 
tical words. When it is decided to adopt an imperfect register, however, 
as given above, it must be borne in mind to transform the two identical 
words in a way by which it may be clearly recollected that one was first 
in order and the other next. For instance, first " k " may be transformed 
into "kitchen," second "k" into "kite," and the third "k" into 
"kitten." In these transformations it is clear, from the alphabetical 
arrangement, that "kitchen" precedes "kite," and "kite" precedes 
"kitten." 



138 MNEMONICS. 



3. Associations. 

1. I made a great fireplace in the kitchen. 

2. The whole family are nice. 

3. Idle men enjoy nothing. 

4. A burgher was buying cawe. 

5. He was flying a kite in perfect silence. 

6. Tobacco cannot be eaten. 

7. She thinks of nothing but to buy a Hw^. 

8. Beautiful wife. 

9. 0£d woman unable to spm or ftwil 

10. The young folks wearing caps. 

11. A kitten plays around the hearth. 

12. Listen to a speech on economy. 

13. A room occupied by a negro. 

14. History contained incredible stories. 

N.B. — Explanations of the transformations and associations are left to 
the reader's examination. 



B. OF THE SECOND CLASS. 

Example. 

1. Sentence to be Memorized. 

" Sir, the atrocious crime of being a young man, which the honorable 
gentleman has with such spirit and decency charged upon me, I shall 
neither attempt to palliate nor deny ; but content myself by wishing that 
I may be one of those whose follies may cease with their youth, and not 
of those who continue ignorant in spite of age and experience, etc." 
(For the whole the readers are referred to Pitt's speech in reply to Horace 
Walpole.) 



The main significance of the above famous speech may be 
thus divided : 

First paragraph explains that he was reproached as being 
a youth. 



MEMOKIZING SENTENCES. 139 

Second paragraph explains that an aged man may be worse 
than a youth. 

Third paragraph explains that he was again reproached 
with acting a theatrical part. 

Fourth paragraph explains that he is free to use his own 
language. 

Fifth paragraph explains that a charge was made that he 
who utters any sentiments but his own commits a great offence. 

Sixth paragraph explains that the act which offended them 
is his zeal for the service of the country. 



2. Selection of the Register. 

The famous sentences having a title may be most con- 
veniently memorized by selecting the title or name of the 
author as a register, for by so doing the recollection of im- 
pressions is very easily made. The author of the present 
system has memorized more than seventy famous composi- 
tions, as described in "The Models of the Chinese Com- 
position," without failing in a word. The registers adopted 
in this case were all the title or author's name of the compo- 
sition. In the present instance the title is selected for the 
register, as follows : 

Register. — Pitt in reply to Horace Walpole. 



3. Transformation and Kegistration. 

1. "Youth" is extracted from the first paragraph to represent the 
whole. The register "Pitt" is transformed into "spit." "There is a 
youth who used to spit." (Kegistration.) 

2. "Aged man" and "worse" are extracted from the second para- 
graph. The register is transformed into "ink." " An aged man bought 
worse ink." (Kegistration.) 



140 MNEMONICS. 

3. "Theatre" is extracted from the third paragraph. "I must write 
a reply to an invitation to the theatre." (Kegistration.) 

4. " Free" is extracted from the fourth paragraph. The register "to" 
is transformed into " token." " The freedom is a token of civilization." 
(Kegistration.) 

5. "A charge for borrowed opinion" and " offence" are extracted from 
the fifth paragraph. The register " Horace" is transformed into " horse." 
' ' I met a man on horseback who made a charge for borrowed opinion to 
others and was sued for the offence." (Kegistration.) 



. 4. Linking. 

By the above registered associations the main significance 
of the speech is all memorized. Now we must associate each 
phrase in detail by the linking method. 

1. ("Sir" with "the atrocious crime.") Circumstantial evidence of 
an atrocious crime. 

2. ("Atrocious crime" with "young man ") Atrocious crime was 
committed by a young man. 

3. ("Young man" with "the honorable gentleman.' ) The young 
man may become an honorable gentleman. 

4. ("Honorable gentleman" with "spirit and decency.") Man can- 
not become an honorable gentleman without spirit and decency. 

5. ("Spirit and decency" with "charged.") Spirit and decency is 
not charged by anyone. 

6. (" Charged" with "palliate or deny.") One who is charged must 
palliate or deny. 

7. (" Palliate or deny" with " content.") If he succeeds in the effort 
to palliate or deny he must be contented. 

8. ("Content" with "wishing.") A contented man wishes for 
nothing. 

9. ("Wishing" with "follies.") I don't wish to be a victim of 
follies. 

10. ("Follies" with "cease with youth.") The follies cease with 
youth. 

11. (" Cease with youth" with "no wish.") There is rarely a youth 
who has no wish. 



MEMORIZING SENTENCES. }41 

12. (" No wish" with " continue ignorant.") I have no wish to con- 
tinue ignorant. 

13. ("Continue ignorant" with "age and experience.") Ignorance 
ceases with age and experience. 

N.B. — The readers must be very careful to understand the application 
of the rules of transformation. 



142 MNEMONICS. 



CHAPTER IV. 

MEMORIZING POETICAL COMPOSITION. 

The poem, from its nature, must be memorized word for 
word, and has not much interest if merely the essence is 
memorized, like the sentence of the first kind. It is almost 
the same as the sentence of the second kind, and thus the 
way by which it is memorized resembles the process that is 
pursued in memorizing the latter. 

§ 1. — Rules for Memorizing- Poetical Compositions. 

I. Each word composing a verse should be associated by 
the linking or composing methods. 

II. Next, each verse should be associated by the linking 
or composing methods. 

III. If the registering method only is applied, each verse 
should be divided into each word and registered. 

IV. One or two words may be extracted from a verse, to 
represent the whole, and registered. 

§ 2. — Exercise in Memorizing" Poetical Composition. 

A. APPLICATION OF THE LINKING METHOD. 

Example. 

1. Poem to be Memorized. 

"Twinkle, twinkle, little star, 
How I wonder what you are, 
Up above the world so high, 
Like a diamond in the sky !" 



MEMORIZING POETICAL COMPOSITION. 143 



2. Linking. 

1. (" Twinkle" with " twinkle") "Twinkle" and "twinkle" are 

identical. 

2. (" Twinkle" with " little star") A twinkling little star. 

3. ( u Star" with " how I wonder") A star fell, and how I wondered. 

4. ("Wonder" with "what you are") I wonder, when asked by a man, 

what you are. 

5. (" "What you are" with " up above We cannot know exactly what 

the world") there is up above the world. 

6. (" World" with " so high") A word was uttered so high. 

7. ("High" with "like a diamond") In the high mountain I found a 

stone like a diamond. 

8. (" Diamond" with " in the sky") Diamonds do not rain from the 

sky. 



B. APPLICATION OF THE REGISTERING METHOD. 

Examples. 

1. Poem to be Memorized. 

" Hear the sledges with their bells — 
Silver bells ! 
What a world of merriment their melody foretells ! 
How they tinkle, tinkle, tinkle, 

In the icy air of night ! 
While the stars that over sprinkle 
All the heavens seem to twinkle 

With a crystalline delight ; 
Keeping time, time, time, 
In a sort of Runic rhyme, 
To the tintinnabulation that so musically wells 
From the bells, bells, bells, bells, bells, bells, bells — 
From the jingling and the tinkling of the bells." 



144 



MNEMONICS. 



2. Selection of Eegister. 



If each verse of the above poem be divided into simple or 
connected words less than five, a register consisting of four- 
teen groups, each group having five parts, may suffice, as 
follows : 



Ba, be, bi, bo, bu. 
Ca, ce, ci, co, cu, 
Da, de, di, do, du. 
Fa, fe, fi, fo, fu. 
Ga, ge, gi, go, gu. 
Ha, be, bi, bo, hu. 
Ja, je, ji, jo, ju. 



Ka, ke, ki, ko, ku. 

La, le, li, lo, lu. 
Ma, me, mi, mo, mu. 

Na, ne, ni, no, nu. 

Pa, pe,.pi, po, pu. 

Qa, qe, qi, qo, qu. 

Ka, re, ri, ro, ru. 



3. Registration. 



i 

1 



3. -I 



1. (Ba — bear) 

2. (Be — tbe sledge with tbe 

bells) 

3. (Ca— tbe silver bells) 

4. (Da — wbat a world of 

merriment) 

5. (De — tbeir melody) 

6. (Di— foretells) 

7. (Fa— bow they) 

8. (Fe— tinkle, tinkle, 

tinkle) 



9. (Ca — in the icy air of 
night) 



Baby bears tbe parent's voice. 
Drinking beer on tbe sledges with 
tbe bells. 

A car with silver bells. 

Dancing is a world of merriment. 

Dentist bought bells and examined 
tbeir melody. 

A diplomat foretells eternal peace 

A fat man does not pay housage. 

A felon was disturbed by many 
disturbing tinklings. (Disturb- 
ing represents three, and may 
indicate three times. Refer to 
" Memorizing Numerals.") 

G-ate was broken in the icy air of 
night. 



MEMORIZING POETICAL COMPOSITION. 



145 



10. 



11. 



I 

r 

8 \ 

I 
f 

i 



10. 


(Ha — while) 


11. 


(He — the stars that over 




sprinkle) 


12. 


(Ja — all the heavens) 



12 -1 



13. (Je — seem to twinkle) 

14. (Ka — with a crystalline) 

15. (Ke— delight) 

16. (La — keeping) 

17. (Le — time, time, time) 

18. (Ma — in a sort of Eunic 

rhyme) 

19. (Na — to the tintinnabula- 

tion that so musically 
wells) 

20. (Ne— wells) 

21. (Pa— from) 

22. (Pe— bells, bells, bells, 

bells) 



r 23, (Qua— bells, bells, bells) 

13. | 

f 24. (Ra — from the jingling 

14. ■{ and the tinkling of the 



bells) 



White hat. 

Over the head there are the stars 
that over sprinkle. 

By jackets we cannot cover all the 
heavens. 

All jewels seem to twinkle. 

A kangaroo frightened by a crystal. 

I am delighted to get a foreign 
kettle. 

A lantern keeping light in a cell. 

Alexander surviving many danger- 
ous times. 

A mastering song is a sort of Runic 
rhyme. 

Nails in box ring to the tintinnabu- 
lation that so musically wells in 
moving them. 

Needle found in the well. 

A form made by paper. 

A peasant keeps many fine bells. 
(Fine represents four, and may 
indicate four times.) 

A quack doctor bought many dirty 
bells. (Dirty represents three.) 

All the rats in the house ran away 
from the jingling and tinkling 
of the bells. 



O. APPLICATION OP COMPOSING METHOD. 
Example. 



1. Poem to be Memorized. 

" Be the matter what it may, 
Always speak the truth. 
If at work or if at play, 
Always speak the truth." 
10 



146 MNEMONICS. 



2. Composition. 

" In the dining-room a bee stung my mother. I ran away and, leaving- 
my hat, stopped to eat. I then went into the garden where there were 
many flower-blossoms, and thought about all ways to excuse myself. I 
found there my father, and hurried to speak the truth, who told me that 
if at work or if at play I must always speak the truth about every trifling 
matter." 



MEMORIZING NAMES. 147 



CHAPTER V. 

MEMORIZING NAMES. 



Men's names may be classified into two kinds : the one is 
familiar and the other is unfamiliar. The former is a simple 
or connected word and the latter a disconnected word. These 
principles have already been explained in Part I., and the 
several exercises taking unfamiliar names treated them as 
disconnected words of the second class. Names are such 
important subjects of memorization in the daily life that 
they cannot be left to the routine concerning the discon- 
nected words of the second class. They require some easy 
method by which they can be instantly memorized. For 
these reasons the following rules are given : 

§ 1. — Rules Relating to the Names. 

The kinds of the second names that are commonly adopted 
are limited, while the persons who adopt them are unlimited. 
Hence there are many persons who have the same second 
name. Among them there often may be one whom you 
know of personally or are acquainted with in history. Thus, 
when a name is required to be memorized, you should first 
search for the person having the same second name with 
whom you are personally acquainted or know of in history. 
If you succeed in your search, the name required to be 
memorized should be transformed into the name of the 
person already known, by which a person's name required to 
be memorized becomes transformed into a familiar name, 
and is thus easily and firmly impressed upon the mind. 
This method is one instance of transformation by identical 



148 



MNEMONICS. 



sound. If you do not find any acquaintance having the 
same name you should transform it into the only familiar 
name. When these two methods fail it must be transformed 
by the same means as are disconnected words of the second 
kind, which process has already been explained. The first 
name may also be memorized in the same manner. If you 
have an intimate friend or relative who has the same first 
name as that required to be memorized, and whom you 
habitually called by the first name, without referring to the 
second name, you may adopt the same method as above 
explained, thus transforming the name of the person with 
whom you are unacquainted into the name of your friend 
or relative. If you fail to find such friend or relative 
having the same first name, you should search for acquainted 
or known persons whose second name is the same as the first 
name required to be memorized. And lastly, if you fail in 
this, you should transform the first name in hand into the 
second familiar name, as Charles into Charlemagne. If these 
three methods fail, the first name should be transformed by 
the method adaptable to disconnected words of the second 
kind. 

§ 2. — Exercise in Memorizing Names. 
Examples. 
1. Names to be Memorized. 
7. 



1. James Grant. 

2. George Cromwell. 

3. Edward Peet. 



1. Original words . . 
Transformed words 

2. Original words . . 
Transformed words 



4. Frank Thomas. 

5. Francis Tenny. 

6. Charles Anderson. 

2. Transformation. 

James 

James (second name 

of friend) 
George 
George (first name of 

brother) 



Richard Booth. 

8. William Greenleaf. 

9. John Markly. 



Grant. 

Grant (American gen- 
eral). 

Cromwell. 

Cromwell (Oliver Crom- 
well). 



MEMORIZING NAMES. 



149 



3. Original words . . 
Transformed words 

4. Original words . . 
Transformed words 

5. Original words . . 
Transformed words 

6. Original words . . 
Transformed words 

7. Original words . . 
Transformed words 

8. Original words . . 
Transformed words 

9. Original words . . 
Transformed words 



Edward 

Edward (Edward the 
Confessor) 

Frank 

Franklin (discoverer 
of electricity) 

Francis 

Francis (French king) 

Charles 

Charlemagne (the 
great king) 

Richard 

Richard (Shake- 
speare's) 

William 

William (baby of 
neighbor) 

John 

John (of Magna 
Charta) 



Peet. 

Pitt (Lord Chatham). 

Thomas. 

Thompson (American 

electrician). 
Tenny. 

Tennyson (poet). 
Anderson. 
Anderson (actress). 

Booth. 
Booth (actor). 

Greenleaf. 

Greenleaf (author of 

law). 
Markly. 

Macbeth (Shake- 
>'s). 



3. Association. 

The names may be memorized by either method. The registering and 
composing methods severally or jointly may be most conveniently applied. 
The readers are required to form their own association. It is here suffi- 
cient to give an example of transformation. 



150 MNEMONICS. 



CHAPTER VI. 

MEMORIZING UNFAMILIAR OR UNKNOWN 
THINGS AND EVENTS OR PACTS AND CON- 
NECTION OP THE NAMES WITH THEM. 

§ 1. — Kind of Things and Events Unknown. 

1. Person unknown. 

2. Birds, quadrupeds, and fish unknown. 

3. Grasses and trees unknown. 

4. Metals and stones unknown. 

5. Tools unknown. 

6. Astronomical and geographical objects unknown. 

7. Words and letters unknown. 

8. Events unknown. 

N.B. — The person unknown (1) includes one who is a stranger and 
whose name is unknown, or one whose person is known but whose name 
is unknown, or one whose name is known but whose person is unknown. 

§ 2. — Special Rules for Transformation. 

The rules explained in Parts I. and II. are, of course, 
adaptable for the transformation of unknown objects or facts. 
But there are some special rules applicable to the purpose 
by which the unknown objects or facts are transformed into 
certain familiar words, so as to be susceptible to the operation 
of the methods explained in Part II. They are as follows : 

I. ^Representation by Selection. 

Kepresentation by selection, like the representation by selected words 
(one of transformations), is to extract some prominent feature out of 
character, quality, form, position, sound, color, action, smell, or other 



MEMORIZING UNFAMILIAR OBJECTS. 151 

peculiarity of the unknown objects or facts, and to let the words repre- 
senting the prominent feature represent the whole object or part. For 
instance, in a man having macula, or having one eye, it is required to 
memorize the prominent feature ; that is, macula and one eye should be 
selected, and the words macula and one eye, indicating the feature, will 
represent the man. 

II. Representation by Identification. 

Representation by identification, like transformation by identical 
sounds, is to find out some feature in the character, quality, form, 
position, sound, color, action, smell, or other peculiarities of the unknown 
objects or facts which is identical to that of known objects or facts, and 
to make the words indicating the known objects or facts represent the 
unknown ones. Thus in a case when the nature of crystal is to be 
memorized, and it is found that its transparency is the same as that of 
glass, the word glass is borrowed to represent the crystal. 



III. Representation by Analogy. 

Representation by analogy, like transformation by analogous sound, 
is to represent the unknown objects or facts by words indicating the 
familiar objects or facts which are analogous to the unknown ones. 
Thus, in the case of memorizing a tree, whose leaves have the shape of 
b>eans, the word beans represents the tree. 



IV. Representation by Position. 

Representation by position is to represent the unknown objects or 
facts by the words indicating the place or position where they were found 
or appeared. Thus, in memorizing Fuji Mountain, the name of the 
country in which it is, that is, Japan, is to represent it. 



V. Representation by Attributing. 

Representation by attributing is, when any feature explained in the 
above four rules cannot be found, to attribute according to one's own 
idea the unknown objects or facts, and to represent them by the attribut- 
ing words. Thus, in memorizing an unknown person you may charac- 
terize his face as smiling, and use the word smiling to represent the person. 



152 MNEMONICS. 

§ 3. — Transformation of Unknown Things or Facts 
into Words. 

A. TRANSFORMATION OF UNKNOWN PERSONS 
INTO WORDS. 

In transforming unknown persons into words, according to 
the transforming rules (§ 2) we notice two kinds of persons, 
as follows : 



I. TRANSFORMATION OF THE UNKNOWN PERSONS 
IN WHOM SPECIAL FEATURES CAN EASILY 
BE FOUND. 

1. Examples. 

1. One who has pock-marks on his face. 

2. One whose hairs are all white. 

3. One whose body is very fat. 

4. One whose complexion resembles that of Napoleon Bonaparte. 

5. One who is very short. 

6. One having a bald head. 

7. One having a thick beard. 

8. One who always has a gloomy expression. 

9. One who is not normal in speaking. 
10. One whose backbone is bent forward. 



2. Transformation. 

1. He is represented by the words pock-marks. 

2. He is represented by the words white hairs. 

3. He is represented by the words fat body. 

4. He is represented by the words Napoleon Bonaparte. 

5. He is represented by the words short body. 

6. He is represented by the words bald head. 

7. He is represented by the words thick beard. 

8. He is represented by the word gloomy. 

9. He is represented by the word stutterer. 

10. He is represented by the words round shoulders. 






MEMOKIZING UNFAMILIAR OBJECTS. 1 53 

II. TRANSFORMATION OF PERSONS IN WHOM 
SPECIAL FEATURES CANNOT EASILY BE 
FOUND. 

Practically we find very few persons who have, apparently, 
the special features adaptable to the rules explained in § 2. 
Thus, to complete the system of memorizing the complexion, 
it is necessary to make the rules by which whatever face is 
met may instantly be transformed into a representing word. 
The author after hard study established a rule by which 
whenever one complexion or feature is found insufficient to 
represent the person, more than two complexions or features 
(as many as it is thought sufficient to represent) are selected, 
and they are again concentrated into one representing word, 
i.e., a connected word. This is called the selecting and con- 
centrating method. 

1. Sphere of Application of the Selecting and Concen- 
trating Method. 

a. Form of Face. 

The form of the face is classified into six kinds : 

1. Eound face. 3. Long face. 5. High- cheek face. 

2. Square face. 4. Middle face. 6. Short face. 

b. Color of Face. 

The color of the face is classified into five kinds : 



1. 

2. 


White. 
Dark. 


3. 
4. 


Bed. 
Pale. 




5. 


Yellow. 






c. Profile of 


Face. 






The 


profile of the face 


is classified into 


nine kinds 


1. 
2. 
3. 


Hollowed. 
Convexed. 
Plane. 


4. 
5. 

6. 


Fat. 

Thin. 

Large. 




7. 
8. 
9. 


Small. 
Long. 
Short. 



154 MNEMONICS. 

d. Expression. 
The expression of the face is classified into eleven kinds 

1. Gloomy expression. 7. Poor expression. 

2. Agreeable expression. 8. Wicked expression. 

3. Sober expression. 9. Wise expression. 

4. Gentle expression. 10. Foolish expression. 

5. Disagreeable expression. 11. Sulky expression. 

6. Happy expression. 



2. Formation of Concentrated "Word (Connected "Word). 

If one of the above features is thought sufficient to repre- 
sent, there is no necessity for the applying, selecting, and 
concentrating methods. But in the contrary case two, three, 
or more features must be selected as far as it is thought suffi- 
cient to represent, and they must all be concentrated. The 
formation of concentrated words is not very easy work, and 
must be previously prepared by each individual. The man- 
ner in which they are formed is to take the form of face as 
the principal element, and by associating other features with 
it to form a connected word. For instance, one who has a 
square face of dark color is represented by a connected word, 
dark square. One who has a square face of plain profile is 
represented by a connected word, plain square. One who 
has a square face of gloomy expression is represented by a 
connected w r ord, gloomy square. The concentrated words are 
always formed by two features. When it is thought that 
one concentrated word is not enough to represent, the concen- 
trated word should be associated with one or more features 
by the composing method, so as to form a connected word 
which will represent the person. The concentrated words 
formed by the author are of three kinds, as follows : 



MEMOKIZING UNFAMILIAR OBJECTS. 



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MEMORIZING UNFAMILIAR OBJECTS. 157 

Exercise for Selection and Concentration. 
1. Example. 

1. One having square face of white color. 

2. One having round face of gentle expression. 

3. One having long and thin face. 

4. One having middle face of dark color. 

5. One having convexed and short face. 

6. One having high cheek and wise expression. 

7. One having pale and agreeable complexion. 

8. One having hollow square face of white color. 

9. One having red, long face with wicked expression. 

10. One having disagreeable long face of white color and high cheek. 



2. Concentration. 

1. The person is represented by the concentrated word "white 
squirrel" or " square kite." 

2. The person is represented by the concentrated word " sound gentle- 
man" or "gentle sound." 

3. The person is represented by the concentrated word "long thing" 
or " thin tongue." 

4. The person is represented by the concentrated word "middle 
park" or "dirk." 

5. The person is represented by the concentrated word ' ' short 
convex." 

6. The person is represented by the concentrated word ' ' wise 
cheater." 

7. The person is represented by the concentrated word "agreeable 
pail. ' ' 

8. The person is represented by the concentrated word ' ' white squirrel 
in hollow." 

9. The person is represented by the concentrated word •' wicked song 
is read." 

10. The person is represented by the concentrated word "cheap kite 
was bought by a man singing a disagreeable song." 



158 MNEMONICS. 

B. TRANSFORMATION OP UNKNOWN BIRDS, QUAD- 
RUPEDS, INSECTS, AND FISH INTO WORDS. 

When unknown birds, quadrupeds, insects, and fish are 
required to be memorized the most eminent features in their 
shape, color of feather or scales, the position of each organ, 
place of living, their voice, and the kind of movements should 
be selected to represent the objects. If it is considered in- 
sufficient for the purpose of representation to select one feat- 
ure, other features should be selected and concentrated, as in 
the former cases. 

Examples. 
1. The Objects to be Memorized. 

1. A bird whose whole body is white. 

2. A fish whose head looks like a bald head 

3. A fish whose one side is black. 

4. A fish whose shape is like a sword. 

5. A fish of blue color whose shape resembles a swallow. 

6. An insect whose body is covered by fine hairs. 

7. An insect which makes a sound like knocking. 

8. An insect which has a nature easily excited. 

9. An insect of black color having many feet. 

10. An insect whose body is encircled by close rings. 



2. Selection and Concentration. 

1. The object is represented by a simple word, white 

2. The object is represented by a connected word, bald head. 
3 The object is represented by a connected word, half black. 

4. The object is represented by a simple word, sword. 

5. The object is represented by a connected word, blue swallow. 

6. The object is represented by a connected word, fine hairs. 

7. The object is represented by a simple word, knocking. 

8. The object is represented by a simple word, excited. 

9. The object is represented by a connected word, black feet. 
10. The object is represented by a connected word, linked rings. 



MEMORIZING UNFAMILIAR OBJECTS. 159 

O. TRANSFORMATION OP UNKNOWN GRASSES, 
TREES, METALS, STONES, AND TOOLS INTO 
WORDS. 

I. To transform unknown grasses and trees into words, the 
prominent feature in the color, shape, nature, use, and odor 
of their branches, leaves, trunks, stems, roots, barks, flowers, 
or fruits should be selected, and by the word indicating the 
selected part they should be represented. When in selecting 
one feature is found insufficient, other features may be added 
and concentrated. 

II. To transform unknown metals and stones into words, 
the prominent feature in their shape, color, nature, use, and 
place where they are found should be selected, and by the 
word indicating the selected feature they should be repre- 
sented. When the selection of one feature is found insuffici- 
ent, other features may be added and concentrated. 

III. To transform unknown tools, such as are newly in- 
vented, the prominent feature in their shape, color, use, and 
quality should be selected, and by the word indicating the 
selected feature they should be represented. When extrac- 
tion of one feature is found insufficient, other features may 
be added and concentrated. 

N.B. — Examples and their selection and concentration are almost 
similar to those given in the preceding examples. 

D. TRANSFORMATION OP UNKNOWN STARS, 
MOUNTAINS, RIVERS, CITIES, VILLAGES, AND 
ISLANDS INTO WORDS. 

The prominent feature (1) as to the stars is their position, 
distance; (2) as to the mountains and rivers, their shape, 
height and size, length, and trees, rocks, waterfalls, cities, 
bridges, ships, and ferries belonging to them ; (3) as to the 



1(30 MNEMONICS. 

cities, their shape, position, prosperity, number of residents, 
and principal buildings ; (4) as to the villages, their position, 
number of houses, and some part of their scenery ; (5) as to 
the islands, their shape, size, and trees should be selected, and 
by the word indicating the selected feature they should be 
represented. When selection of one feature is found insuffi- 
cient to represent, the other features may be added and 
concentrated. 

N.B — Pictures and the forms of letter or word may be memorized by 
the same method as in substantial objects. The examples of their 
selection and concentration are left to the reader. 



E. TRANSFORMATION OF UNKNOWN EVENTS 
OR FACTS INTO WORDS. 

Practically there cannot be many facts unknown, but if 
there be some, they must be composed of many elements 
which are all known to us. But in the progressing world, 
where new events occur day after day, sometimes there may 
appear facts which are entirely, as a whole or in part, un- 
known. In such case they should be memorized by forming 
a representing word, according to the attributing representa- 
tion (Rule IV., § 2). Examples of the transformation are 
deferred to the rule. 

§ 4. — Application of the Registering Method for Mem- 
orizing- Unknown Objects or Facts Transformed 
into Words. 

a. Examples. 
1. Objects to be Memorized. 

The examples given and transformed in § 3 (page 152) are 
borrowed. 



MEMORIZING UNFAMILIAR OBJECTS. 



161 



2. Register. 
1, 2, 3, 4, 5, 6, 7, 8, 9, 10. 



3. Registration. 



1. ( 1 — pock-marks) 

2. ( 2 — white hairs) 

3. ( 3— fat body) 

4. ( 4— Napoleon Bonaparte 

5. ( 5 — short body) 

6. ( 6— bald head) 

7. ( 7 — thick beard) 

8. ( 8 — gloomy) 

9. ( 9— stutterer) 

10. (10— round shoulders) 



Bee's stings deface a man like pock-marks. 
A man with white hairs bought tea. 
One day I met &fat man. 
) A foe owned by Napoleon. 
Short cake. 

A sea man having a bald head. 
An ape having a thick beard. 
An aged man of gloomy expression. 
A kneeling stutterer. 
A bear having round shoulders. 



b. Examples. 
1. Objects to be Memorized. 

The examples given and transformed in § 3 (page 157) are 
borrowed. 

2. Register. 
ba, be, bi, bo, bu, ca, ce, ci, co, cu. 



3. Registration. 



1. (Ba — square kite) 

2. (Be— sound gentleman) 

3. (Bi— long thing) 

4. (Bo — middle park) 

5. (Bu — short convex) 

6. (Ca — wise cheater) 

7. (Ce — agreeable pail) 

8. (Ci — white squirrel in the 

hollow) 

9. (Co — wicked song is read) 



A baby playing on a square kite. 

A bee stung a sound gentleman. 

On a bicycle a long thing was carried. 

Boys fight in the middle park. 

Buds in short convex. 

A wise cheater carries cane. 

In the cellar an agreeable pail is kept. 

A white squirrel in the hollow with 

cider. 
A wicked song is read by my cousin. 
11 



162 MNEMONICS. 

10. (Cu— cheap kite bought by a Cheap kite bought by a man singing 
man singing a disagreeable a disagreeable song was left in a field 
song) of cucumbers. 



§ 5. — Memorizing Connections of the Unknown Things 
and Events or Facts with their Names. 

As memorizing the unknown objects or facts by a quick 
method is necessary, a memorization of their names at the 
same time is still more necessary. To give a most common 
instance, when we are introduced to an unknown person we 
may remember his appearance and not his name, or vice versa. 

In the study of biology, mineralogy, or materia medica 
there are many instances where the names as well as the 
objects are required to be memorized. Memorizing the con- 
nection of the name with the object, however, does not need 
very difficult methods, but only to memorize a few rules. 



a. Rules for Connection of Name -with its Objects. 

I. A connection is formed by associating the representative 
word obtained by selection or by concentration and the name 
of the object represented. In other words, the name of the 
object is taken as register to the representative word for the 
association. 

II. When the name of the object consists of several simple 
words, as the name of a man, the general rule is that the 
principal word, the second name of the man, for instance, 
should be associated with the representative. 

III. When a reasonable association cannot be formed be- 
tween the principal name and the representative, the other 
part of the name should be taken in association with the 
representative. 



MEMORIZING UNFAMILIAR OBJECTS. 163 

b. Exercise. 
1. Names and Objects. 

The representative words are borrowed from the examples 
given in § 3, Chapter VI. 

1. Pock-marks with James Grant. 

2. White hairs with George Cromwell. 

3. Fat body with Edward Pitt. 

4. Napoleon Bonaparte with Frank Thomas. 

5. Short body with Francis Tenny. 

6. Bald head with Charles Anderson. 

7. Thick beard with Richard Booth. 

8. Gloomy with William Greenleaf. 
9 Stutter with John Markly. 

10. Round shoulders with Amuy Thurston. 

N.B. — The representative of the object as given in the above example 
is supposed to be the eminent feature of the person. 



2. Association. 

1. One is never glad of pock-marks. 

2. Cromwell did not live until white hair. 

3. Fatpig. 

4. Napoleon did not sail on the Thames. 

5. To play tennis for a short time. 

6. Met a man with a bald head in the Andes Mountains. 

7. A man of thick beard buying boots. 

8. When you feel gloomy you should look at green leaves. 

9. That stuttering man can mark things well. 

10. I round my shoulders to drink water, being very thirsty. 



Another Example. 
1. Names and Objects. 

The examples are borrowed of the representative words 
under B., § 4, Chapter VI. 



164 MNEMONICS. 

1. Entirely white with stork. - 

2. Bald head with octopus. 

3. Half black with flounder. 

4. Sword with trichiurus. 

5. Blue swallow with flying fish. 

6. Fine hair with caterpillar. 

7. Knocking with cicada. 

8. Excite with mantis. 

9. Black feet with centiped. 

10. Linked rings with caterpillar. 

N.B. — The representative of objects, — that is, feature,— attributed to 
each fish and insect may not be true, but that is immaterial. 



2. Association. 

1. White stockings. 

2. A man with bald head must protect his head since October has come. 

3. I saw a half -black fish floundering in a net. 

4. There is a treacherous man with a sword. 

5. A fish flying like a swallow. 

6. Fine hairs sticking to a pillow. 

7. To knock the scales. 

8. Excited man buying a mantel. 

9. A man of black feet buying a cent's worth of peas. 
10. Linked rings fastened to a pillar. 



APPLICATION TO THE STUDY OF SCIENCES. 165 



CHAPTER VII. 

APPLICATION OP MNEMONICS TO THE STUDY 
OP SCIENCES. 

The present system may be applied to the study of any 
branch of science, as geography, history, physics, chemistry, 
law, medicine, mathematics, zoology, etc. One who studies 
these sciences or who is required to be examined on them can 
apply the system to great advantage. The special rule by 
which the methods are applied to these purposes will be 
explained in the following section. 



§ 1. — Geography. 

Students in geography generally complain that the size, 
latitude and longitude, population, kinds of the products, 
amount of exports and imports, heights of mountains, lengths 
of rivers, etc., in each country are too difficult to remember. 
But these facts, by the application of the present system, 
may be transformed into the words which are easiest to be 
memorized. Either method, registering, linking, or compos- 
ing, may be applied, as one thinks most convenient. When 
the registering method is applied, however, a register must 
be selected which has more or less direct relation to the 
object required to be memorized. For instance, if 15,000 
feet in reference to the Rocky Mountains be required to be 
memorized, the word Rocky should be taken as the register 
and associated with 15,000 feet. 



166 MNEMONICS. 

Example. 

1. Objects to be Memorized. 

There are twenty-three ports open to foreign trade in China. In the 
year 1891 the total amount of imports was 134,003,863 taels, and that 
of exports 100,947,849 taels. 

2. Transformation. 
23; 1 thousand 891 ; 13 4, million 3, 8 6 3. 



toad bamboo great noble bed, fowl red radish good saddle. 
1 0, million 9 4 7, 8 4 9. 



beautiful arrow window fop great fan. 

3. Kegistration. 

a. Register. 

a, b, c, d, e, f, g, h, i, j, k. 

b. Registration. 

1. (A — toad) Ape playing with a toad. 

2. (B — bamboo) I drove away bees with a bamboo stick. 

3. (C — great noble) Cat owned by a great noble. 

4. (D — bed) Deer's bed is the grass. 

5. (E— fowl) I like to eat the fowls' flesh. 

6. (F — red radish) Failure in red radish production. 

7. (G- — good saddle) A general owns a good saddle. 

8. (H — beautiful arrow) Hunt with beautiful arrows. 

9. (I — window) Icicle in icindow. 

10. (J — fop) A joking fop. 

11. (K — great fan) A knock with a great fan. 

4. Composing. 

" There stands a man with a face like a toad, carrying a cane made of 
bamboo, who is a great noble of the country. He laid in bed and looked 
at a fowl which was eating red radish near him. He soon got up and 



APPLICATION TO THE STUDY OF SCIENCES. 167 

put a good saddle on his horse and rode, carrying a beautiful arrow, and 
in the window of a house he saw a fop with a great fan who was 
looking out." 

§ 2. — History. 

The matters most difficult to remember in the study of his- 
tory are the periods when certain important events occurred 
or ceased, the dates when certain heroes were born or died, or 
the names of the persons who were concerned in an important 
event. By application of the present system, however, there 
is no difficulty in these matters, nor will there be in geog- 
raphy. The register in this case should be such as has some 
relation to the matters required to be memorized. 

Example. 

1. Object to be Memorized. 

" About one hundred and fifty years after that event (deluge) Nimrod, 
the grandson of Ham, the son of Noah, built Babylon, on the river 
Euphrates ; and Assur, the son of Shem, and grandson of Noah, built 
the city of Nineveh, on the river Tigris, which became the capital of 
the Assyrian Empire." 

2. Eegister. 
h, i, s, t, o, r, y, o, f, a, n, c, i, e, n, t, a, g, e. 

3. [Registration. 

1. (H — 150) Horse pulling a beautiful car. 

2. (I — deluge) An idol lost in the deluge. 

3. (S — Nimrod) A surgeon was asking the name of a lad. 

4. (T — grandson) Toy bought for a grandson. 

5. (O — Ham) Omelet having pieces of ham. 

6. (R — son) A rascal talking with the sow. 

7. (Y — Noah) Yes and no are antagonistic. 

8. (O— Babylon) An ox has a baby on his back. 

9. (F — Euphrates) Fruits on a few plates. 



168 MNEMONICS. 

10. (A— assur) An ape on ass. 

11. (N — son) In the night I sing a song. 

12. (C — Shem) Captain got a shame. 

13. (I— and) Isolated land. 

14. (E — grandson) I gave an eagle to my grandson, 

15. (NT — Noah) No and iVoaA are of analogous sound. 

16. (T — Nineveh) Nine trunks were bought. 

17. (A — Tigris) Arm at a tiger. 

18. (G — Assyria) A #rea£ asylum. 



§ 3. — Law. 

In the study of law, especially of codified law, there are 
very many items to be memorized, and it is almost impossible 
to do it. By application of the present system, however, we 
can do it without using the least labor. The way by which 
law is memorized is not very different from the process used 
in the case of geography and history. But one thing to be 
noticed is that every municipal law consists of hundreds of 
rules, and to memorize that in Article so-and-so certain 
matters are provided, or that such and such matters are pro- 
vided in Article so-and-so, is very confusing. To save this 
confusion the author has provided a very simple and easy 
method. That is, first, to transform each article number into 
simple or connected words according to the rules of trans- 
formation of numerals; and, secondly, to associate with it 
the essence of the provided rules. 



Example. 

1. Objects to be Memorized. 

1. In Section 16, New York Penal Code, the person punishable crimi- 
nally is denned. 

2. In Section 96 perjury is defined. 

3. In Section 174 the crime of attempting suicide is provided for. 



APPLICATION TO THE STUDY OF SCIENCES. 169 

4. In Section 179 homicide is defined. 

5. In Section 224 robbery is denned. 

6. In Section 686 the penalty for attempt to commit a crime is specified. 



2. Association. 

1. ( 16 — person punishable) Failure in business does not make a 

person punishable. 

2. ( 96 — perjury) A man of Koman nose was con- 

victed of perjury. 

3. (174 — attempting suicide) A man selling a beautiful puffin 

attempted suicide. 

4. (179 — homicide) A man wearing a beautiful pin com- 

mitted homicide. 

5. (224 — robbery) Thin taffy was taken by robber. 

6. (686 — attempt to commit a crime) He attempts to commit the crime of 

stealing a small goose. 



§ 4. — Physics, Chemistry, Medical Science, Etc. 

In the medical science, for the purpose of memorizing the 
proportion of the kinds of medicines in compounding, it is 
most convenient to make the name of the medicine a register. 
For the purpose of memorizing chemistry, — for instance, the 
name of the elements, their proportion of associations with 
each other, and the name of the compound they form, — the 
name of the element should be associated with its proportion. 
When there are many elements, first, each element should be 
associated with each proportion ; second, each word formed by 
an association between the name of the element and its pro- 
portion should be again associated ; and, thirdly, the name of 
the compound to be formed by the chemical operation should 
be associated with it. For the other sciences the reader may 
infer from what has been explained in the present work the 



170 MNEMONICS. 

most convenient way by which they can be memorized. Here 
the detailed explanation is not given, which should not be 
considered a defect in the work, for the author is quite confi- 
dent that the reader can easily understand the application of 
the several methods to them. 



APPENDIX. 



I. TIME AND METHOD REQUIRED FOR THE STUDY 
OP THIS SCIENCE. 

T^HERE are two methods of studying mnemonics. One 
is direct instruction and the other is self-teaching. 
One of the two methods will naturally require more or less 
time than the other for the study. From my experience, 
however, I can state definitely that any one may be able to 
finish his study in less than thirteen lessons, each lesson con- 
sisting of two hours' instruction. Most of the Japanese stu- 
dents did not require more than ten lessons to finish their 
studies. But here in America, owing to the difference in the 
language, my explanation cannot be so lucid as it would be 
in Japanese, and a few additional lessons may be demanded. 
That is why I said that thirteen lessons will be sufficient. As 
to self-teaching, I am not safe in making any definite state- 
ment about the time, because it depends upon the ability of the 
student and his diligence in studying the subject. As only 
about a dozen lessons are demanded in the former case, in 
the present case none need spend many days over it. Let 
me give the reader a bit of advice : should he start once in 
self-teaching, he should never give it up half way. Let him 
remember that his study means nothing but adapting the 
natural powers of his brain. Do not feel discouraged with 
the study because it seems too difficult at first, for its results 
are amazing in the end. 

171 



172 APPENDIX. 

II. THE PERMANENCE OP THE MEMORY. 

There can be no better way to measure the strength of the 
memory than to make a comparison between the permanence 
of the scientifically cultivated memory and that of the natu- 
ral. While it is beyond my power to give exact statistics, 
because there is a difference wholly or partially dependent 
upon the capacity of the memorizer and the nature of the 
things memorized, still I shall set forth some results obtained 
by myself. 

We must bear in mind, however, that the act of repeating 
is the sole and the absolute method for strengthening the 
memory-stamp. If, therefore, a thing is once committed to 
memory, twice, thrice, and over and over again impressed, 
it will cause the memory-stamp to become surer and surer, 
and more and more indelible. Even at the moment when 
the memory-stamp is very nearly effaced, it is apt to revive 
through the act of repeating. This being true, it is im- 
possible to show a different degree in the measure of the 
permanence of memory as long as we are not sure of the 
proportion of repetition between the two memorizers. Sup- 
pose we find that two memorizers have used an equal propor- 
tion of repeated impressions. Then we have nothing but the 
sameness of the fixed memory, and the difference between 
the two methods cannot be inferred. Hence I have ascer- 
tained that the memory-stamp which has been repeated after 
the first memorizing is not to be reckoned in any comparison 
of the permanence of the memory. According to this asser- 
tion, the following results have been obtained by myself. 

Degree of the Permanence of Memory. 
(1.) In regard to mauy numbers, characters, vocabularies, 
and foreign languages, etc., which cannot be remembered as 
easilv as with the aid of mnemonics : In regard to these 



APPENDIX. 173 

things there is a great gulf between the scientifically cultivated 
and the natural memory. For instance, in some cases the 
cultivated memory may retain impressions for three or four 
weeks from the time of first memorizing, while the unculti- 
vated memory may be exhausted after two or three days. 
Again, in other cases the memory-image can be preserved for 
a week or two by the cultivated memory, but only thirty 
minutes or an hour by the uncultivated memory ; however, 
in some other cases differences between the two may not 
occur more than twice or thrice. But in general, when the 
difficulty of memorizing by the uncultivated memory-power 
is greater, then the difference is the wider between the per- 
manence of the scientifically cultivated memory and that of 
the natural. In a word, the scale of difficulty is in an equal 
ratio with the degree of difference in the permanence of the 
two. 

(2.) In regard to things which present less difficulty in 
memorizing, either for the cultivated memory or for the 
natural, on account of the easy nature of things and facts, 
we have very little to say, except that there is a difference 
between the permanence of the scientifically cultivated 
memory and that of the natural in some small degree ; that 
is to say, the former is comparatively firm and unyielding, 
therefore preferable. 

III. FORG-ETFULNESS. 
Will the memory-image obtained through the system of 
mnemonics never be forgotten? This question has been put 
to me from time to time. But let me state here at once that 
it has no valuable scientific application. Our daily experi- 
ence teaches us that it is natural for us to lose many a 
memory-image as the days go by. Therefore it will make 
no difference about its being forgotten, whether it has been 



174 APPENDIX. 

obtained through mnemonics or not, should the forgetting 
take place prior to the growing up of a fixed memory-image. 
To memorize is active, and to forget is passive ; both actions 
are natural to man. But to repress forgetfulness we have a 
simple, easy, yet effective method. This is the act of repeat- 
ing, with repetition again and again at the proper time, — 
that is, while the memory-image is not yet obliterated : it 
will grow into the never-to-be-forgotten, and will be com- 
prised in the family of the fixed memories. 



IV. THE BENEFIT OP MNEMONICS. 

There can be no doubt that when we memorize things by a 
scientific method, we shall have far greater advantages than 
when we act with the mere aid of the natural uncultivated 
memory-power. The first great benefit is that we economize 
our time, and the second, that we economize our brain-power. 

1. The Economy of our Time. 

In order to discuss this subject in an accurate manner, we 
must divide it into two parts, as in the previous discussion 
of the permanence of the memory. But, as we have seen, 
the second part of it is not so important as the first. Here 
we shall simply follow the first, omitting the second, in con- 
sidering the economy of our time. The degree, greater or 
less, of the economy of time depends upon the capacity of 
the memorizer and upon the nature of the things which are 
to be memorized. For instance, by the scientific method 
one can memorize at once such things as many numbers, 
vocabularies, foreign languages, etc., in ten or fifteen minutes. 
On the other hand, it will take the natural memorizer two 
or three hours. There are some other things which may 



APPENDIX. 175 

be committed to memory by the scientific memorizer in an 
hour or two, while the same things will take the natural 
memorizer ten or fifteen hours. On the whole, counting the 
least advantage in every comparison, the scientific memorizer 
spends no more than one-third of the time required by the 
natural memorizer. 



2. The Economy of Brain-Power. 

I am well aware that people have been greatly interested 
in this timely subject. At the same time, I am aware that 
they are apt to misunderstand its real value and character. 
Here is my declaration : the economy of our brain-power 
surpasses that of our time. 

Now, men may very likely imagine that though mnemo- 
nics may serve for the economy of time in memorizing, yet, 
per contra, it will waste more of the brain-power on account 
of the saving of time. To illustrate : here is a certain object 
which may be supposed to be memorized by the natural 
memorizer within say ten hours and with a hundredth part 
of the brain-power, and the same memorized by the scien- 
tific memorizer in only an hour. Here they jump at the 
conclusion that in the last case a hundredth part of the 
brain-power is spent in an hour. This inference may seem 
fair at first, but is very erroneous after all. As we all 
know, after allowing our brain-power to battle for itself, 
without compass or method, against complicated things and 
facts, we feel that it is greatly exhausted. On the other 
hand, leading our brain-power systematically to uncompli- 
cated things and facts, we shall feel less exhausted by our 
brain- work. So it is with our memory work. Our memory- 
power without scientific aid always struggles with difficulty 
against things and facts, while if we direct our memory- 



176 APPENDIX. 

power scientifically we can work effectually and, I may add, 
cheerfully. Let me illustrate a little further : you who apply 
the methods of mnemonics in order to memorize things may 
be likened to those who travel on the wheel or by the train, 
instead of on foot, and your brain-power is less wasted, or 
more economized, than it otherwise would be. 



INDEX. 



PAGE 

Accompaniment mode 34 

Adding transformation 24 

Analogous sound in mode of association 33 

in transformation 25 

Analogy mode , 33 

Analysis of linked ideas 63, 65, 70 

of registered ideas 54, 57, 58, 60 

Application of composing method 79 

of linking method 63 

of methods in regard to special objects 90 

of mnemonics to the study of sciences 165 

of registering method 52 

Association 31 

Attributing mode 37 

Benefit of mnemonics 174 

Causation mode 34 

Changing transformation 24 

Combined application of the three methods 86 

of composing and linking methods . 84 

of linking and registering methods 74 

Composing method 78 

mode 37 

transformation 28 

Condition required for the mental register 43 

Connected words 20 

in application of composing method 80 

in that of linking method 64 

in that of registering method 59 

in memorizing unfamiliar things and events 154-156 

in transformation of numerals ....... 98-101, 103, 104 

Connection of unfamiliar things and events with their names ... 162 

12 177 



178 INDEX. 

PAGET 

Construction of mental register 43 

Contiguity mode 36 

Contrary mode , 33 

Definition of mnemonics 13 

Demonstration mode , 36 

Denoting mode 32 

Difference between the composing and linking methods 82 

between the linking and registering methods 73 

Disconnected words 21 

in application of composing method 80 

in that of linking method 65 

in that of registering method 60 

in transformation of numerals ' 105, 106 

Dividing transformation 27 

Establishment of the registering method 42 

Exercise in memorizing names 147 

in memorizing numerals , 116 

in memorizing poetical compositions 142 

in memorizing sentences and speeches 133 

Explanation of composing method 78 

of linking method 61 

of registering method 42 

Foreign languages, for memorizing 123 

Forgetfulness 173 

Form of associating ideas 39 

Fundamental processes 22 

General application of methods 42 

General discussion 13 

Geography 165 

History 167 

Identical sound in mode of association 32 

in transformation 25 

Identity mode 32 

Imagining mode 37 

Kinds of mental register 44 

of unknown things and events 150 

Law, application of mnemonics to 168 

Linking method 61 

Literal transformation 24- 

Locality mode 34r 



INDEX. 179 

PAGE 

Memorizing foreign languages 123 

names 147 

numerals 91 

poetical composition , 142 

sentences and speeches 133 

unknown tilings and events 150 

Memory objects 19 

Mental register 43 

Methods 40 

composing 78 

for studying this science 171 

linking 61 

registering 42 

Modes of association 32 

attributing 37 

composing 37 

denoting 32 

imagining 37 

Names, for memorizing 147 

Natural memory 13 

Numbers 20, 21 

Numerals for memorizing 90 

Numeration for transformation 108 

Order of the words taken to form an association of ideas 38 

Origin of representing characters of numerals 91 

of the special rules for transformation of foreign languages . . 125 

of those of numeration 109 

Permanence of the memory 172 

Precedent word in association 38 

Principles 14 

Kegister t 44 

Registering method 42 

Eelation of disconnected words to linking method 65 

Eemoving transformation 24 

Repetition of register 51 

Representation by analogy 151 

by attributing 151 

by identification 151 

by position 151 

by selection 150 



180 INDEX. 

PAGE 

Representing transformation 27 

Selection and concentration 157 

Simple words 20 

in application of composing method 79 

in that of linking method 63 

in that of registering method 53 

in transformation of numerals 91, 94, 95, 111, 11 

Special objects in application of methods . . . ^ 90 

rules for transforming foreign languages 123 

unfamiliar things and events 150 

Specification mode .' . . . 34 

Speeches, for memorizing 133 

Subsequent word in association 38 

Things and facts or events 19 

as register 45, 50 

Time and method required for the study of this science 171 

Time mode 35 

Transformation 23 

by analogous sounds 25 

by identical sounds 25 

composing 28 

dividing 27 

literal 24 

of disconnected words 68 

of foreign languages 123, 127 

of numerals 90 

of numeration 108 

of unknown things and events 152 

representing 27 

Unknown things and events for memorizing 150 

"Words 20 

connected 20 

disconnected 21 

for register 45, 50 

simple 20 



COMMENDATORY EXPRESSIONS. 



Letter from Prince Atsumaro Konoye, President of the Japan- 
ese House of Lords and of the Japanese Nobles' College, 

July 21, 1895. 
Mr. Kikujiro Wadamori : 

My Dear Sir, — Many thanks for your kindness in giving 
the lectures and experiments on the subject of mnemonics in 
the Nobles' College and Kogo Club. Your new theories are 
a great discovery, and of such wonderful practical bearing as 
to excite great interest. It is my desire to help you in every 
possible way towards the publication of your system. 

Hoping to have an opportunity of expressing my senti- 
ments to you in person, and that you will meanwhile accept 
this as a partial evidence of my gratitude for your kind- 
ness, I remain, 

Yours very truly, 

Prince Atsumaro Konoye. 



Letter from Mr. Jigoro Kano, President of the High Normal 
College in Tohio. 

July 7, 1895. 
Mr. Kikujiro Wadamori : 

Dear Sir, — We thank you for your kindness in having 
come to our college and given a lecture with experiments 
on the subject of mnemonics. We congratulate you on the 

181 



182 COMMENDATORY EXPRESSIONS. 

success of your valuable work after the hard study of several 
years. Hereby we desire to express our best thanks. 
Yours very respectfully, 

Jigoro Kano. Ph.D., 

President of High Normal College. 

Letter from the Professors of the Tokio Imperial TJriiversity. 

Tokio, June 23, 1895. 
Mr. Kikujiro Wadamori : 

Dear Sir, — We thank you for being so kind as to teach 
your new laws of mnemonics in such manner as to enable 
us to apply them. After the lecture and a little prac- 
tice, we are able to memorize many words, phrases, and 
numerals without any trouble. With more practice in apply- 
ing the laws, they will doubtless help not a little in every 
branch of scientific investigation. As your lectures are now 
closed, we take the present opportunity of offering our 
thanks. 

Yours very truly, 

MUNEO KUMAKAWA, M.D., 

Professor, Medical Department. 
Asataro Okada, D.C L., 

Professor, Law Department. 
Kenji Tsuruta, D.Sc, 

Professor, Department of Physics. 
Aikichi Tanakadate, D.Sc, 

Professor, Department of Physics. 
Hiroshi Tanaka, B.Y.M., 

Professor, Agricultural Department. 
Sakuro Tanabe, D.Sc, 

Professor, Engineering Department. 

JlNTARO TAKAHASHI, M.D., 

Professor, Medical Department. 



COMMENDATORY EXPRESSIONS. 183 

From Mr, Eiichi Shibusawa, President of Tohio Chamber of 
Commerce and of the First National Bank in Tolcio, etc. 

Mr. Kikujiro Wadamori, upon completion of his work, 
asked me to add a word. In the spring of this year I heard 
his lecture on new laws of memory, with experiments, and 
was greatly astonished at the scientific results. Then I 
said to myself: " It is, however, an art special to the author 
himself, and of no avail to the public." On my expressing 
that opinion, he assured me it was entirely erroneous. I 
then tried to study his laws with several gentlemen, and 
to our great surprise we found them to be established on 
such basis as made them capable of being put in practice 
by any learner. Consequently I persuaded him to publish 
them and set forth their great advantages to the public. In 
that way was originated the present work. 

When I once read in Chinese history the story of Cho-Jin, 
in the time of the " Tang" dynasty, whose memory was so 
retentive that he never needed to look at a book twice, I 
thought it a foolish exaggeration. Now upon learning the 
author's laws of memorizing, I have ascertained that history 
has not deceived us. I earnestly hope that each seeker after 
knowledge may learn the author's laws, and so apply them 
for memorizing as to be like the ancient Cho-Jin. 

Eiichi Shibusawa. 

Tokio, July 28, 1895. 



DEC 15 1898 
fEB.B I** 9 



